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Approaches to Teaching and Learning

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  1. Approaches to Teaching and Learning Week 3, Thursday

  2. First Things First • Tuesday: we only meet until 7:15pm (and I will be closing the room ASAP); video will not be posted until Wed afternoon, also • Due on Tuesday: • Your Team Plans (minus "Unit Details" section) are due today (as a Google Doc, shared with Chip) • Your Learning Contract and Meeting with Chip is Due Today (FINAL version) • Bring (if you have it) a starting InDesign document on your Flash drive

  3. Fieldwork • Fieldwork Cohort 1: BPS Wednesdays • We will start on 2/9 at BPS at 1:30pm • You will receive an email next week about arranging a time to observe a BPS classroom, both to see what they may during a school day, and to learn a bit more about the school’s approach to classroom management • We will meet (you-all and I) on Wed 2/2 at 2pm HERE (School of Education) in ED2270 (a conference room), to make plans and get on the same page • Fieldwork Cohort 2: • We will also start on 2/9 (possibly 2/16?!?!) • I am trying to arrange a site visit that will be on a non-Wednesday, so please wait for an email. • We will meet (you-all and I) on Wed 2/2 at 3pmHERE (School of Education) in ED2270 (a conference room), to make plans and get on the same page

  4. Word of the day:Disequilibration

  5. Introduction (and today’s approach)

  6. Icebreaker • Please divide into the following “gaggles” of people (for today)

  7. ICEBREAKER • Each group has been given a term, concept, or teaching approach. • You have 5 minutes to prepare for the following activity • We are playing a variation of Charades, and your group has to act out whatever is on your slip of paper w/o using words. Yep.

  8. But Seriously, Folks… • So, we will stay divided into gaggles of students ("teams" and "groups" are reserved terms!), and each gaggle will be assigned aloud by Chip to formulate - in ten minutes - the following for their assigned strategy. • What are the key characteristics (Twitter limit) • Positives (list or graphic) • Negatives (list or graphic) • Interesting aspects • QUICKLY decide how you will deliver your content (Doc, PPT, wiki, whiteboard) • You will have 5-8 minutes to communicate what you have found to the whole class

  9. Mini-LectureSpectra of Approaches

  10. Before we begin… • Terminology – what do you think the following terms mean? • Teacher-directed? • Student-directed? • Performance? • Knowledge? • Activity? • Concepts • Procedures? • What do you think the difference is between an approach and a strategy?

  11. Spectrum 1 Teacher <------------------------------> Student • If we are at either end, we have problems (why?) • Who drives the learning? • Better (different) question – how active a role does the student have in driving learning? • Who does most of the work? • When is it more to be teacher-driven? Student-driven?

  12. Spectrum 2 Guide <------------------------------> Director [Teacher] • If we are at either end, we have problems (why?) • What is the teacher’s role in a given course, unit, project or lesson (HINT: It depends)? • When do you think one is more appropriate than the other?

  13. Spectrum 3 Receiver <------------------------------> Creator • If we are at either end, we have problems (why?) • What does a student do in the classroom? • Is the model of the class more about a student taking in knowledge, as if it something concrete or something fixed, or more about creating knowledge as part of a process (or both)? • The next few slides will affect this one…

  14. Spectrum 4 Inside World <------------------------------> Outside World • Inside world: Referred to as “cognitivist” approaches – concerned about how an individual learns, the mechanisms by which s/he does or does not. • Unit of analysis: the individual and their mind/actions • Outside world: Referred to as “sociocultural” approaches – the social, cultural, interpersonal nature of learning is important (the cognitive is also, but only one factor) • Unit of analysis: communities, groups, activities (complicated…)

  15. Spectrum 5 Individual <------------------------------> Collective • Similar to the previous slide, but in this case, we are concerned less about how people learn, and more about what they do. • Is learning an individual activity, group activity, or what? • Some modes: • Independent Learning • What is truly “independent” learning? • Cooperative Learning • What are the five components of cooperative learning? • Collaborative Learning • How is this different from cooperative, do you think?

  16. Spectrum 6 “Contrived” <------------------------------> “Authentic” • These are loaded terms, because sometimes something that is called “contrived” can be quite authentic, and vice versa. • Authentic activities: • What do you think these are? • Why do you think this matters? • Contrived activities: • When are these appropriate? • Why do you think one is better than the other?

  17. Other thoughts • Do these really even matter? • Can you think of any others? • What should we do with this? • One more: “Doing” <-----------------> “Thinking” • Is this even valid? • What would either end look like?

  18. Other Approaches

  19. Discussion-Based approaches • What are “discussion-based” approaches (see your reading for more on this)? • Are there subject areas that seem more suited to these? • Topics in other subject areas more suitable than others? • What do discussion-based approaches do that the other ones do not?

  20. Cooperative Learning • What is cooperative learning? • The five essential elements of cooperative learning • Face-to-face interaction • Group goals • Individual accountability • Collaborative skills • Group processing • How is this different from more individualistic learning? • There is also something called “collaborative learning.” What do you think the difference is (hint: they are NOT synonymous)?

  21. Things Yet To Come… • We will deal with each of these in a bit more detail in the following weeks • A traditional approach (Units/lessons  discrete divisions of K-S-A in planning and action) • Project-based learning (learning driven through projects) • Problem-based learning (learning driven through problems) • Design approaches (CompEd as design education)

  22. Bloomington, We have a problem • The groups for the Poster Project are too small, and we need to redistribute the groups (we need to lose one group) • I have a thought, but I do not know how much work that group has done (hint: the one group I assigned someone to, and the one group with one person).

  23. Group Work Time(not teams, groups)