models of teaching and learning

1. MODELS AND STRATEGIES OF TEACHING SESSION 1

2. Models of Learning • Models of teaching are the products of teachers Models of Learning: Long term outcome of instruction Ss increased capabilities to learn more easily and effectively in the future because they; have acquired knowledge and skills have mastered learning processes

3. How you teach: Gives impact on Ss abilities to educate themselves Successful Tr: engage Ss in robust cognitive and social tasks and teach them how to use them productively

4. Teaching and Learning • Defining curricula, teaching and learning • Teacher-centered, Ss centered instruction • Inductive and deductive • Direct and indirect

5. Overview of teaching and learning models • Social learning model • Info-processing model • Personal model • Behaviorist model • Key concepts related to teaching and learning, compare and contrast, evaluate

6. Why do we need models? With appropriate models, • content can become conceptual • Process can become constructive inquiry rather than passive reception • Social climate can become expansive not restrictive

7. What’s the difference? Learning: individual achievement Teaching: a whole-class enterprise

8. Some examples • Inquiry training situation - questioning - experimenting • Inductive thinking explain what they are going to study build hypothesis to test

9. Models of teaching are models of learning • Students acquire; • Information • Ideas • Skills • Values • Ways to thinking • Means of expressing themselves • How to learn

10. Effective learners; • Draw information, ideas, wisdom • Use learning resources effectively • Role of teaching is to create powerful learners • Long term outcome of instruction: Ss increased capabilities to learn more easily and effectively in the future

11. Concepts of Learning • Constructivism - how Ss learn to work together to reconstruct their current knowledge and to learn to be inquirers and build their learning capability. - Learning is the construction of knowledge. Mind stores information, organizes it, revises previous conceptions.

12. Metacognition - the most effective learners are increasingly conscious of how they learn - they develop ‘executive control’ over learning strategies rather than passively reacting to the environment

13. Scaffolding a variety of ways that we can help Ss acquire increasing metacognitive control • ZPD (zone of proximal development) Ss level of development

14. Where models of teaching come from? • Description of a learning environment • Teacher’s behaviour • Planning lesson and curriculum design instructions materials

15. 4 FAMILY MODELS OF TEACHING

16. Three sides of teaching: Styles, models and diversity

18. How do teachers create styles? • Acculturation • Personalities - warmth - gregariousness/sociability - academic learning - conceptual level • Attitudinal dimension Discuss in groups . Can you think of some examples to illustrate the above ?

19. To ponder How do the teaching models help the teacher expand his / her teaching repertoire ?

20. NON DIRECTIVE TEACHING

21. Nondirective Teaching • Nondirective counseling • Therapy as a mode of learning • Positive human relationships enable people to grow and therefore that instruction should be based on concepts of human relations in contrast to concepts of subject matter (Rogers)

22. Teacher’s role • Facilitator • Counseling relationship • Guides students’ growth and development (respect Ss’ abilities to identify their own problems and to formulate solutions) • Communicate honestly • Nurtures students • Development of effective long-term learning styles • Tr does not: - interpret but reflect - evaluate clarify - offer advice accept - punish demonstrate understanding

23. Tr attempts to see the world as the Ss see it, creating an atmosphere of empathetic communication in which the student’s self-direction can be nurtured and developed • Tr mirrors Ss thoughts and feelings • Tr raises Ss consciousness of their own perceptions and feelings, helping them clarify their ideas • Tr as benevolent alter ego (accepts all feelings and thoughts)

24. 4 Qualities of Nondirective atmosphere • Warmth and responsiveness expressing genuine interest in the student and accepting him or her as a person • Permissiveness in regard to the expression of feeling; the teacher does not judge or moralize • Ss is free to express feelings symbolically but is not free to control the teacher or to carry impulses into action. • The relationship is free from any type of pressure or coercion. Tr avoids showing personal bias or reacting in a personally critical manner to the Ss.

27. Application • Personal (Ss explore their feelings about self) • Social (Ss explore their feelings about relationships with others and investigate how feelings about self may influence their relationships) • Academic (Ss explore their feelings about their competence and interests)

28. GAGNE AND LEARNING

29. Creating Curriculums • Conditions of Learning Gagne: • specific responding • chaining • multiple discrimination ascending hierarchy • classifying • rule using • problem solving

30. Specific Responding • Making a specific response to a particular stimulus. eg. Tr. holds a card (stimulus) Ss say ‘dog’ (response) mode of learning: stimulus

31. Chaining • Making a series of responses that are linked together eg. Answering exam questions (reading, respond, writing) Apa khabar? (translation) (thinking, translating) mode of learning: sequence of cues (memory model, advance organizer, inductive thinking models)

32. Multiple Discrimination • Learning a variety of specific responses and chains and in learning how to sort them out appropriately eg. Brain as the storehouse of words/phrases sort out, reply based on; - gender - culture - age etc. mode of learning: stimulus (correct and incorrect)

33. Classifying • Assigning objects to classes denoting like functions eg. learning concepts (parts of speech) mode of learning: variety of exemplars and concepts

34. Rule Using • Ability to act on a concept that implies action eg. Grammar rules sit (sitting) eat (eating) put (putting) mode of learning: recall and application

35. Problem Solving • Application of several rules to a problem encountered before by the learner eg. Critical thinking A child sees an ice cube (melts at room temperature) What would a child do with an ice cream? mode of learning: problem solving activities

36. Function of the Instructor • Informing the learner of the objectives • Presenting stimuli • Increasing learners’ attention • Helping the learner recall what he or she has previously learned • Providing conditions that will evoke performance • Determining sequences of learning • Prompting and guiding the learning.

37. Gagne’s Paradigm Informing the learner of the levels of objectives to be sought, encouraging generalization, and pushing for application of what is learned. We cannot control learning. A model of teaching brings structures to the student that change the probability that he or she will learn certain things.