1 Pedagogy EL
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Transcript of 1 Pedagogy EL
Week 1:(1) Introduction to Pedagogy:
Pedagogy and andragogy
(2) Teaching and learning
(3) Learning styles
Definitions of Pedagogy
Pedagogue = a teacher, educator, a strict one
Old French; Latin: paedagōgus, slave who supervised children and took them to and from school, from Greek paidagōgos : paido-, boy; + agōgos, leader or guide.
Pedagogy is the art and science of helping children learn
Androgogy = the art and science of helping adults learn
pedagogy
The art or science of teaching
The study of methods and application of educational theory to create learning contexts and environments
Pedagogical issues are related to teaching and learning
pedagogy
5 core principles:
1. Commitment to students and learning 2. Teachers know their subjects 3. Teachers know how to teach those subjects 4. Teachers are responsible to managing and monitoring student learning 5. Teachers think systematicaly about their practices and learn from experiences
pedagogy
Quality pedagogy:
a. Democratic classroom b. Assurance of quality learning opportunities c. Utilization of strong model of information processing d. Assurance of content standards being met e. Students at the centre of their own learning
pedagogy
Pedagogy“the art and science of helping children learn”.
VS
Andragogy“the art and science of helping adults learn”
Pedagogy-andragogy
Concept of Learner
Pedagogy Andragogy
Dependent.Teacher expected to determine what is learned, when, and if it has been
Moves from dependency to increasing self-directedness. Teachers encourage and nurture movement
Pedagogy-andragogy
Learner’s Experience
Pedagogy Andragogy
Of little value, learners will gain the most from teacher’s lecture, text related mediums.(Deductive)
People attach more meaning to learning gained from experience. Labs problem solving, discussions. (Inductive)
Pedagogy-andragogy
Readiness to Learn
Pedagogy Andragogy
With pressure, people are ready to learn what society says they ought to, step-by-step style
Experience a need to learn. Educator provides tools, should be organizrd around life-application.
Pedagogy-andragogy
Orientation to Learning
Pedagogy Andragogy
Process for acquiring subject matter, content to be used later.Basic subjects.
Need to be able to apply whatever knowledge and skill they gain soon. Performance-centered
Pedagogy-andragogy
Dimensions Of Matirotu
1)Dependence Autonomy2) Passivity Activity
3) Subjectivity Objectivity4) Ignorance Enlightenment5) Small Abilities Large Abilities
6) Few Responsibilities
Many Responsibilities
7) Narrow Interests Broad Interest8) Selfishness Altruism
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Pedagogy-andragogy
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Dimensions Of Maturity9) Self-rejection Self- acceptance
10) Amorphous Self-identity
Integrated self-identity
11) Focus on Particulars
Focus on Principles
12) Superficial Concerns
Deep Concerns
13) Imitation Originality
14) Need for Certainty
Tolerance of ambiguity
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Definitions of teaching
Creation of environment for the best learning to take place
Helping students acquire information, ideas, skills, values, ways of thinking, and means of expressing themselves (Joyce, Weil, & Calhaun, 2011).
Long-term outcome: students’ increased capabilities to learn more easily and effectively in the future
Thus, a major role in teaching is to create powerful learners
teaching
Teaching is a combination of both artistry and science (Henderson, 2001). -- teaching as in art, we call this ability creativity
Helping students acquire information, ideas, skills, values, ways of thinking, and means of expressing themselves (Joyce & Weil, 1996).
Long-term outcome: students’ increased capabilities to learn more easily and effectively in the future
Thus, a major role in teaching is to create powerful learners
teaching
Traditional teacher-training programs have been directive in nature
Teacher educators have to prepare prospective teachers to be self-monitoring individuals
Effective teachers must inquire into students’ experiences, understand their learners, and have the capacity to analyze what occurs in classrooms and in the lives of their students Self-monitoring: self-analysis of teaching episodes, reflection and focusing on events rather than personalities, systematic observation for patterns and trends of T and L behavior
teaching
Reflective Teaching
o Donald Cruickshank (1987) suggests that reflective teachers want to learn about teaching from both theory and practice -– teach and reflect on their teaching, and through the process, become more thoughtful and wiser teachers
o Schon (1987): Reflective T requires careful planning and continual ”reflecting-in-practice” and ”reflecting-on-practice”
o Reflective T (self-monitoring): -- ask basic questions about the appropriateness and success of your T -- how to change your T and classroom behaviors to improve their success -- ask self-evaluative questions and conclude whether you are satisfied or dissatified
teaching
Reflective Teaching
A Passion for Teaching
What is passionate about teaching?1. A passion for the subject – teaching in your discipline
2. A passion for the teaching life – to have opportunities to see students become excited about learning
3. A passion for the teaching-learning process – helping students learn; quickly and gracefully act on the stituation seen
teaching
What is it like to be a teacher?
Reality 1: Unpredictable outcomes
Outcomes of teaching are often unpredictable and inconsistent
Reality 2: Assessing students’ learning
It is difficult to assess what students learn as a result of being taught
It is difficult, perhaps imposssible, to determine precisely what another human being does or does not understand. Teachers must become aware of the latest approaches to assessing students’ learning
Parkay, F. W. & Stanford, B. H. (2007). Becoming a teacher.Boston: Pearson Education, Inc., pg. 22-28
What is it like to be a teacher?
Reality 3: Limited influence on students’ behavior
The teacher’s ability to influence student behavior is actually quite limited.
Reality 4: The importance of teachers’ attitudes
With the role of a teacher also comes the power to influence others by example.
Educational psychologist, Jeanne Ellis Ormrod (2003, 342): “as teachers, we ‛teach’ not only by what we say but also by what we do.”
What is it like to be a teacher?
Reality 5: The unpredictability and immediacy of teaching
Interactive teaching is characterized by events that are rapid-changing, multidimensional, and fragmented.
The face-to-face interaction (interactive teaching) are themselves rapid-changing, multidimensional, and irregular. Gmelch and Parkay (1995, 47): “Day in and day out, teachers spend much of their lives ‛on stage’ before audiences that are not always receptive....Teachers must orchestrate a daunting array of interpersonal interactions and build a cohesive, positivie climate for learning.”
What is it like to be a teacher?
Reality 6: The uniquesness of teaching
Teaching involves a unique mode of being between teacher and student – a mode of being that can be experienced but not fully defined or described.
On your journey to become a teacher, you will gradually develop your capacity to listen to students and to convey an authentic sense of concern for their learning
What are the roles of a teacher?
1. As a counselor
2. As a manager
3. As an instructional expert
teaching
The professional teacher
teaching
Essential knowledge and skills for the professional teacher (Parkay, F.W & Stanford, B.H. (2007). Becoming A Teacher. Boston: Pearson Education, Inc. Pg. 46)
The professional
Teacher
Essential Knowledge
Essential skills Reflection
and Problem Solving
Knowledge of self and students
Knowledge of subject
matter
Knowledge of educational theory and research
Teaching skills and
techniques
Interpersonal skills
Definitions of learning
Process of progressive change:
ignorance knowledge inability competence indifference understanding Learning is a social process: occurs through interpersonal interaction within a cooperative context (David, Johnson, Johnson, R., & Smith,1992).
relatively permanent change in behavioural potentiality and as a result of reinforced practice
teaching
Woolfolk (2010):
Learning occurs when experience causes relatively permanent change in an individual’s knowledge or behaviour.
O’Donnell (2011)
Learning is a relevantly permanent change in behaviour or knowledge that occurs as a result of experiece
Ciccarelli, S.K. & Meyer, G.E. (2006):
Learning is any relevantly permanent change in behaviour brought about by experiece or practice.
Learning
Quotations on teaching, learning, education
The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people.
K. Patricia Cross
teaching
Teaching is the highest form of understanding Aristotle
Good teaching is one-fourth preparation and three-fourths theatre. Gail Godwin
The educator must above all understand how to wait; to reckon all effects in the light of the future, not of the present. Ellen Key, 1911
teaching
No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value. Bertrand Russell
Teaching = helping someone else learnL. Dee Fink
teaching
On learning:
Memorization is what we resort to when what we are learning makes nosense. Anonymous
It is what we think we know already that often prevents us from learning. Claude Bernard
teaching
On education:
The main hope of a nation lies in the proper education of its youth. Erasmus
All education springs from some image of the future. If theimage of the future held by a society is grossly inaccurate, its education system will betray its youth. Alvin Toffler
Education's purpose is to replace an empty mind with an open one. Malcom S. Forbes
teaching
Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance learn so easily; and why older persons, especially if vain or important, canno’t learn at all.
Thomas Szasz, 1973
teaching
Learning Styles
Learning styles are important because they are the educational-relevant expressions of the uniqueness of the individual (Joyce & Weil,2010)
Learning styles, also called cognitive styles are students’ preferred ways of learning or processing information (Messick, 1994; Sternbert & Crignorenko, 1997)
Learning styles
Examples of learning styles
a. Dunn & Dunn
b. Kolb’s theory
c. McCarthy’s 4MAT
d. Howard Gardner’s Multiple intelligences
Learning styles
Learning by Dunn & Dunn (1987)
Students differed in terms of their response to
three key dimensions of learning:
a. Environment (e.g. Sound, light, temperature)
b. Physical stimuli (oral versus written)
c. Structure and support (working alone or in
groups)
Learning styles: Dunn & Dunn
Learning Style Dimensions Dimension Learning Style Differences Environment Sound Is a quiet or nosy environment best for learning? Light Do students prefer bright or subdued light? Temperature Is a warm or cool room preferred? Seating Are individual desks or clusters of desks best for learning? Physical Stimuli Duration How does attention span influence the optimal length of
activity? Modality Does the student prefer to read or hear new information? Activity Do students learn best when actively involved, or do they
prefer more passive roles? Structure / Support Motivation Do students need external rewards, or are they internally
motivated? Monitoring Do students need constant support and monitoring, or are
they independent learners? Individual / Group Do students prefer to work alone or in a group?
Implications for teaching :
Teachers should treat each student as an inividual human being and not just another face in a class of 30. Help our students understand themselves as learners.
Self-awareness can be developed through self-instruction training.
Learning styles: Dunn & Dunn
Kolb’s theory : classification of learners
a. Activitists
b. Reflectors
c. Theorists
d. Pragmatists
Learning styles: Kolb
Activisists
Like practical work such as labs, field work, observation exercises and using visual source material for information, etc.
Reflectors
Like to learn by watcing others, by taking time to consider observations of their own experiences, etc
Theorists
Like lectures, reading papers on topics, considering analogies, etc.
Pragmatists
Like simulations, case studies, homework, etc. Learning styles: Kolb
Implications : Activists might just start using it and feel their
way into it Reflectors might have a go at using it and then
take time to think about what they have just done
Theorists might begin by reading the manual
Pragmatists might start using the programme, but make frequent references to the Help files
Learning styles: Kolb
McCarthy’s 4MAT analysis
This learning style developed the notion of cycle through which leearners progress in a classroom topic or block of work. It made use of the left / right brain science.
Learners are classified as:
a. Innovative b. Analytical c. Common sense d. Dynamic
Learning styles: 4MAT
G ardner’s Theory of M ultip le Intelligences Dim ension Exam ple Lingu istic / verbal in telligence: Sensitivity to the m eaning and order of w ords and the Poet, journa lis t varied uses of language Logical-m athem atical in telligence : T he ability to handle long chains of reasoning and to Sc ien tis t, m athem atic ian Recogn ize patterns and order in the world M usical intelligence : Sensitivity to p itch, m elod y, and tone Com poser, vio linist Spatia l in telligence : T he ability to perceive the visual world accura te ly, and Sculp tor, navigator T o re-create , transform , or m odify aspects of the world Based on one ’s perceptions Bodily-kinesthetic intelligence : A fine-tuned ability to use the body and to hand le objects Dancer, athlete In terpersonal in telligence : T he ability to notice and m ake dis tinctions am ong others Therapist, salesperson In trapersonal in telligence : Access to one ’s own “feeling life” se lf-aware individual Naturalistic intelligence : M ake dis tinctions and recognize patterns in the natura l B io logis t, botanis t W orld : are curious about p lants and anim als; are concerned the ecology / environm ent Source: Adapted from G ardner, 1999; G ardner & H atch, 19 89 and www. high landschool-virtualib.org.uk
Global-analytical
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