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ECS 211 Teaching and Learning

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15 views

ECS 211 Teaching and Learning

Uploaded by

jayella33
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Teaching and

learning
EFFECTIVE TEACHING
• Effective teaching is more than just the successful transference of
knowledge and skill or application around a particular topic.
• Effective teaching ensures that this surface approach to learning is
replaced by deeper, student driven approaches to learning that
analyse, develop, create and demonstrate understanding.
• Students need to initiate learning and maintain engagement during learning
in their development as independent lifelong learners.
WHAT IS THE ROLE OF
THE LEARNER????
The role of learners
• The learner has multiple roles during instruction, the main ones are
to:
• Select/reject information
• Analyze and synthesize information
• Apply information to their daily life
• Transform information into knowledge
• Interpret information
• Pass examinations
WHAT IS THE ROLE OF
THE TEACHER????
The role of teachers
• The role of teachers falls broadly into the six categories listed below.
• The information provider
• The role model
• The facilitator
• The assessor
• The Planner
• The Resource Developer
Sequence of Learning
• The sequence of learning involves five stages namely:
• Attention
• Perception
• Acquisition
• Retention
• Transfer
Attention

• Attention is considered a necessary preparatory set.


• Your students have to pay attention in order to follow and understand
the content you are teaching them.
• Attention prepares your students for the next stage in learning, which
is called perception.
Perception

• At this stage of learning, there is an input to the senses that gets


registered so that its meaning is established.
• The result, namely what is perceived, depends partly on the students’
prior learning and partly on what stimuli or parts of stimulus
situations your students attend to.
• Perception involves a complex interrelating of information from the
environment and information retained from prior learning.
Acquisition

• This is the phase of learning in which a student acquires a new


capability or new skills in operating something.
• Acquisition involves identifying how ways and means are mastered
and learning how to respond to a situation.
Retention

• What your students have learned is retained until the time it will be
used. Psychologists believe that there are two types of retention:
short-term and long-term retention.
• Short-term retention is demonstrated when your students hold
information long enough for immediate use. For instance,
• remembering a telephone number until a call is made,
• a hotel waiter memorizing details of your order before serving you with the
food you ordered.
Retention cont…
• When the outcomes of learning last in your student’s mind beyond
the immediate occasion for their use, say from a few minutes right up
to a lifetime, long-term retention is observed.
• Long-term retention of behavior is required in education for learning
purposes.
• In learning, the best way of improving retention is to give attention to
what is learned initially and how this learning is organized, and to
relate this to the kind of problem you are faced with.
Transfer

• This is sometimes called application and is the highest and most


complex level of learning. It occurs when you require your students to
apply, or put to use motor skills they are able to recall.
• You should now be aware that objectives that require your student to
apply their knowledge in a real world setting are the most complex
and require more instruction than the other phases of learning we
have described.
Domains of learning (Bloom’s
Taxonomy)
COGNITIVE (KNOWLEDGE) AFFECTIVE (ATTITUDE) PSYCHOMOTOR (SKILLS)
1. Knowledge; do an activity to recall 1. Receive (awareness) 1. Imitation (copy)
a process, rule, quote a law or
procedure.

2. Comprehend (Understand) 2. Respond (react) 2. Manipulation (follow


instructions)
3. Apply (use) 3. Value (understand and act 3. Develop Precision

4.Analyze (structure/elements) 4. Articulation (combine, 4. Organize personal value system


integrate related skills)

5. Synthesize (create/build 5.Naturalization (automates, 5. Internalize value system (adopt


become expert) behavior)

6. Evaluate (assess, judge in


relational terms
Domains of learning
• Read more on the domains of learning (cognitive, affective,
psychomotor)

• Check this website (www.nwlink.com/~donclark/hrd/bloom.html)


Teaching Approaches
• An educational approach can be defined as a way of dealing with an
education issue.

• A teaching approach may be defined as a combination of ways that a


teacher uses when presenting the content of a lesson.
• Didactic
• Expository
• Empiricist
• Heuristic
• Inquiry
• Constructivism
Didactic Approach

• In the early days, teaching was didactic, i.e. lecture method. Students
were given rigidly formulated statements, which they had to
memorize and regurgitate when required to do so by teachers.
• Little or no emphasize was placed on understanding; learners were
simply made to cram things.
• It was believed that the human brain is a blank store where
knowledge can be pumped and stored.
Expository Approach

• This involves the kind of teaching that is characterized by predominance of


teacher talk with little or no involvement of students on practical activities. It
is a teacher-centered approach.
• The teacher gives facts, explains concepts, and gives illustrations. Anything
that needs to be taught practically is done through teacher demonstrations.
• Student participation is limited to listening and asking questions and writing
notes as the lesson progresses.
• This approach is not considered very effective in the teaching. However, it is
alleged that there are some topics in science/mathematics that can only be
approached satisfactorily by exposition because their very nature they are
difficult to teach practically.
Empiricist Approach

• Emphasis was on the need to acquire scientific knowledge through


observations.
• Laws were reached by induction. The learner was now given
opportunity to at least handle apparatus and make observations thus
developing interest and manipulate skills.
Heuristic Approach

• At the turn of 20th century advocates of the Heuristic approach of


teaching believed that learners could be trained to discover scientific
ideas by using faculties of observation, reasoning and memory.
Learners were involved in observation, recording, analyzing data and
drawing conclusions on their own.
• This was a better approach since it involved real inquiry, which would
lead to understanding of the theory however, this approach tends to
consume more time, hence delay in syllabus coverage.
The Inquiry/Discovery Approach

• This is a learner-centered approach with a high degree of involvement


of all who participate. It is systematic in that a set of activities is used,
yet highly flexible in that the sequence of the activities can be
changed and others can be substituted at any time.
• The teacher involves students in activities that help in the
development of scientific skills such as the ability to make
observations, perform experiments, collect data make deductions and
present results.
• A Chinese proverb says, ‘I hear I forget, I see and I remember, I do and
I understand.’
Cont…
• The learners would carry out experiments then create concepts at
first hand in the laboratory, as a means of awakening original thought.
With passage of time, it was realized that despite the many practical
activities may of the learners still face problems understanding
science, hence the slogan ‘I do and I am even more confused’.
• The teacher’s role is to guide students by clarifying instructions where
necessary and being available to answer any questions that may arise
in the course of the activities.
Cont…
This involves a wider range of activities centered on helping students to
learn by:
• Gaining new insight from the outcome of their investigations
• Modifying their pre-existing ideas in the light of the new insights
• Constructing their understanding of a scientific concept.

The basic assumption is that students have their own explanations of


the phenomena encountered in their every day life. This approach
helps them to test their understanding using the scientific approach.
Constructivist approach

• The constructivists approach takes cognizance of the fact that by the time a learner
enters formal education he/she has already interacted with former environment and
has developed ideas and concepts in relation to what he has experienced?
• As a child grows up, it continuously encounters new horizons in terms of knowledge
gained, which require explanations either from its parents, family members, or peers.
• The entire encounter is digested and stored in their memory and becomes knowledge.
Learning therefore should be built on the learner’s practical experience while at the
same time correcting any misconceptions or learner’s alternative frameworks.
• According to Piaget, an individual interprets reality via intellectual structures
characterized by acting schemes that change as one grows.
• An individual therefore tries to attain structures to make it consistent with the new
experience.
Constructivist approach cont…
• The role of the teacher is to provide guidance as a facilitator by giving
students challenges that will help to correct their misconceptions and
enable them to draw correct concepts. The teacher can do this
through:
• Class discussions (peer group learning)
• Students’ experiments and demonstrations
• Use of audio visual aids, charts, diagrams models etc.
Learning styles
• Read on the following
• VAK’s learning theory
• Kolb’s Experiential learning
• Gardner’s Theory of Multiple Intelligences
Teaching styles
• The Authority, or lecture style
The authority model is teacher-centered and frequently entails lengthy lecture sessions
or one-way presentations. Students are expected to take notes or absorb information.

• The Demonstrator, or coach style


The demonstrator retains the formal authority role by showing students what they
need to know. The demonstrator is a lot like the lecturer, but their lessons include
multimedia presentations, activities, and demonstrations. (Think: Math. Science.
Music.)

• The Facilitator, or activity style


Facilitators promote self-learning and help students develop critical thinking skills and
retain knowledge that leads to self-actualization.
Teaching styles Cont…
• The Delegator, or group style
The delegator style is best suited for curricula that require lab activities,
such as chemistry and biology, or subjects that warrant peer feedback,
like debate and creative writing.

• The Hybrid, or blended style


Hybrid, or blended style, follows an integrated approach to teaching
that blends the teacher’s personality and interests with students’ needs
and curriculum-appropriate methods.
Reflective teaching
• Read more on reflective teaching

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