Exploring the Nature of Teaching and Learning

1. Exploring the Nature of Teaching and Learning Chapter Four 4 | 1

2. Language of Teaching • Pedagogy: Art and science of teaching –your personal teaching philosophy • Beliefs, knowledge, orientation • Subtext that informs your teaching • Instruction: The act of teaching • Learning theory: How learning happens and conditions that favor its occurrence 4 | 2

3. Characteristics of Behaviorism • Learning is a response to reinforcements (“stimuli”) from outer environment • All behavior is learned in steps • Operant conditioning: Behavior learned because of its consequences (reward or punishment) • A.k.a. “shaping” or “behavior modification” • Theorist: B.F. Skinner 4 | 3

4. Behaviorism in the Classroom- what it looks like • Teacher strictly controls environment • Focus on observable behaviors • Lesson based on clear objectives • Reinforce each step toward goal • Favor positive reinforcements (rewards) • Criticisms: • Students less engaged • Too much bribery, too much control • Students learn facts, not concepts 4 | 4

5. Bloom’s Taxonomy • Six major classes of learning behaviors (1956) Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation • Revised….1990s Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating 4 | 5

6. Cognitive Learning Theory • Focus on thought processes that accompany learning • Learning via student’s creation of knowledge • Stages of cognitive development (Jean Piaget): Intellectual growth occurs in stages marked by different thinking abilities- ALL ages are approximate • Sensorimotor stage (18 months-2 yrs. old): Learning via sensory impressions, movement • Preoperational stage (2-7 yrs. old): Learn words, symbols • Concrete operational stage (7-11 yrs. old): Generalize concepts from concrete experiences • Formal operational stage (11+ yrs. old): Think in abstractions 4 | 6

7. Cognitive Learning in the Classroom • Piaget: Match type of learning to stage of cognitive development • Jerome Bruner: Let students discover ideas on their own (“discovery learning”) • Criticisms: • Children can be in several stages at once • Stages cannot easily be linked to certain ages • Didn’t account for learner’s social contexts 4 | 7

8. Social Cognitive Theory • Learning is interaction between learner’s mental processes & social environment • Context influences the ideas we develop • Theorist: Lev Vygotsky • Social cognitive learning in the classroom: • Teacher models behavior, students observe • Students solve problems in groups 4 |

9. Constructivism • Several related theories: • Real learning = making information your own • Knowledge is built by learners through real-world experience • New ideas integrated with prior knowledge • Learning occurs incrementally and via leaps • We understand life using personal mental schemes (framework for ideas) • Theorists: John Dewey, Carl Rogers 4 | 9

10. Mental Schemes & Learning • A learner tries to fit new info into existing mental scheme 4 | 10

11. Constructivism in the Classroom • Based on students’ existing ideas, knowledge, skills, attitudes (foundation) • Lesson builds on foundation, then challenges it to make students rethink their schemes • To correct wrong ideas, present contradictory information so student must wrestle with the concept and come to understand the accurate idea • Students need multiple opportunities to learn concepts 4 | 11

12. See It for Yourself • Watch the TeachSource Video Case, “Constructivist Teaching in Action: A High School Classroom Debate” • How are the students taking charge of their own learning? | 4 | 12

13. Curriculum • A course of study describing what to teach, and how… • Typically organized by content area for each grade level • Official plan = Formal curriculum • Established by state • Informal curriculum: Spontaneous learning experiences that link academic concept to students’ daily lives • Hidden curriculum: Consists of the social rules and values schools and teachers transmit to students 4 | 13

14. Standards & Curricula • How are most curricula developed? • Many states build on national content area standards • School (or district) curricula based on state curricula • NCLB has reduced local control, innovation • Pressure to adopt uniform state curricula “that work” • Teachers rush to “cover the curriculum” • If it’s not on the test, it may not be taught | 4 | 14

15. A Window and Mirror • Ideally, curriculum is both a: • Window into new ideas, worlds • Mirror of students’ realities • Interests, concerns, beliefs • Talents and challenges • Family and social networks • Activities (hobbies, jobs, household duties) • A curriculum that’s relevant will seem meaningful and motivate learning 4 | 15

16. Authentic Assessment • Student performs meaningful real-world task to show understanding • A.k.a. “performance assessment” • Common evaluative tools used with this approach: Checklists, rubrics • Rubric: Scoring guide including criteria for judging quality of student work & rating scale • Free online rubric tool 4 | 16

17. Rubric for Assessing a Class Debate 4 | 17

18. Assessment in Action • Watch the TeachSource Video Case, “Performance Assessment: Student Presentations in a High School English Class” • How did the teacher include the students in deciding how to assess this activity? | 4 | 18

19. Traditional Assessment • Multiple-choice tests usually measure student recall, not understanding • Criticisms of NCLB standardized tests: • At best, offers partial snapshot of what students know • At worst, provides unreliable data because of mismatch with local curricula (test given before material is taught for example) | 4 | 19

20. Tips for New Teachers • To incorporate what you’ve learned about teaching into your approach: • Be comfortable with yourself • Let students express their ideas often • Ask where their ideas come from • Connect subject to their lives • Learn material for yourself (prepare!) • Let students explore material on their own 4 | 20

21. Conclusion • Don’t feel tied to one educational philosophy, theory, or teaching method • Use multiple approaches, adapt your approach and pedagogy to the needs of the students. • Big question: Who are my students and how can I best teach them? • Understand their lives & existing prior knowledge • Ask them what they know! 4 | 21