Concepts of Learning PDF

Concepts of Learning  Conceptions of Learning (Marton et al., 1993) Getting more knowledge Memorizing and reproducing Applying facts and procedures Understanding Seeing something in a different way Changing as a person.  Models of Learning (Watkins, Carnell, &...

Concepts of Learning  Conceptions of Learning (Marton et al., 1993) Getting more knowledge Memorizing and reproducing Applying facts and procedures Understanding Seeing something in a different way Changing as a person.  Models of Learning (Watkins, Carnell, & Lodge, 2007) RECEPTION. “Learning = being taught.” Concerned with quantity, facts, skills; assumes transmission of knowledge from an external source  Models of Learning (Watkins, Carnell, & Lodge, 2007) CONSTRUCTION. “Learning = individual sense-making.” Concerned with the learner’s construction of meaning through discussion, discovery, open-ended learning, making connections.  Models of Learning (Watkins, Carnell, & Lodge, 2007) CO-CONSTRUCTION. “Learning = building knowledge w/ others.” Concerned with the learner’s construction of meaning through interaction & collaboration with others, especially through dialogue.  Effective learning is... (Watkins, Carnell, & Lodge, 2007) an activity of construction handled with (or in the context of) others driven by the learner the monitoring and review of the effectiveness of approaches & strategies for the goals and context.  An effective learner... (Watkins, Carnell, & Lodge, 2007) is active and strategic is skilled in collaboration takes responsibility for their learning. understands her/his learning and plans monitors and reflects on their learning. An effective teaching is the teaching that makes effective learning happen. An effective teaching is empowering learners to become effective learners.  Knowledge Needed for Expert Teaching Knowledge of Content Knowledge of Pedagogical Learners and Content Learning Knowledge General Pedagogical Knowledge  Knowledge Needed for Expert Teaching Type of Knowledge Example Knowledge of Content Understanding the A geography content you want to teacher teach understands A the concepts of longitude and latitude.  Knowledge Needed for Expert Teaching Type of Knowledge Example Pedagogical Content The geography Knowledge teacher draws Understanding how to lines on a beach represent content so it ball to represent is comprehensible to A longitude and learners latitude.She then relates the beach.ball to the globe.  Knowledge Needed for Expert Teaching Type of Knowledge Example General Pedagogical The geography Knowledge teacher is orderly and Understanding general uses questioning to principles of instruction guide the students to and classroom Aunderstanding of an management longitude and latitude..  Knowledge Needed for Expert Teaching Type of Knowledge Example Knowledge of Learners The geography teacher and Learning uses the beach ball combined with Understanding how questioning because she learning occurs and understands that understanding the factors concrete examples are that influence learning A for learning necessary and she understands that students learn more when actively involved.in learning activities. Planning and carrying out instruction is part of an interdependent network. A. 5 Key Behaviors to Effective Teaching (Burden & Byrd, 2007) A.  Lesson Clarity Make the positions clear to learners Explain concepts in ways that help students follow along in a logical step-by- step order Have an oral delivery that is direct, audible to all students.  Instructional Variety Refers to variability and flexibility of delivery of a lesson Includes the use of learning materials, equipment, displays and space in the classroom Includes the variety of models of instruction.  Teacher Task Orientation Refers to how much classroom time the teacher devotes to teaching Highly conversant with topics likely to appear on assessments Provide students with the greatest possibility to learn and to practice the material.  Engagement in the Learning Process Refers to the time students actively engaged in learning When students jump out of their seats, talk, read a magazine, or leave for the rest room, they are obviously not engaged in instruction..  Student Success Rate Refers to the rate at which your students understand and correctly complete exercises and assignments The average student in a typical classroom spends about half of the time working on tasks that provide the opportunity for high success..  5 Helping Behaviors to Effective Teaching (Burden & Bird, 2007) 1. Using student ideas and contributions 2.Structuring 3.Questioning 4.Probing 5.Teacher Affect.  Using Student Ideas and Contributions Includes acknowledging, modifying, applying, comparing, & summarizing student responses Can be used for reasoning, problem solving, and independent thinking Can increase student engagement in the learning process.  Structuring Teacher comments made for the purpose of organizing what is to come, or summarizing what has gone before Using signals e.g. “Now we have studied..., we will learn...” verbal markers e.g. Now this is important.., We will return to this point later,,. Remember this..  The Art of Questioning Content Questions - deal directly with the content.  The Art of Questioning Various terms to describe content questions are: 1. Direct: The question requires no interpretation or alternative meanings.  The Art of Questioning Lower-Order: The question requires the recall only of readily available facts, as opposed to generalizations & inferences Convergent: Different data sources lead to the same answer.  The Art of Questioning Closed: The question has no possible alternative answers or interpretations Fact: The question requires the recall only of discrete pieces of well-accepted knowledge.  The Art of Questioning 2. Process Questions to solve problem, to guide, to arouse curiosity, to encourage creativity, to analyze, to synthesize, to judge.  The Art of Questioning Various terms to describe content questions are: Indirect: The question has various possible interpretations and alternative meanings.  The Art of Questioning Higher-Order: The question requires more complex mental processes than simple recall of facts. Divergent: Different data sources will lead to different correct answers.  The Art of Questioning Open: A single correct answer is not expected or even possible Concept: The question requires the processes of abstraction, generalization, and inference.  5. Teacher Affect Enthusiasm is an important aspect of a teacher’s affect Enthusiasm is the teacher’s vigor, power, involvement, excitement, & interest It is conveyed to students in many ways: vocal inflection, gesture, eye contact, and movement.  5. Teacher Affect Enthusiasm is an important aspect of a teacher’s affect Enthusiasm is the teacher’s vigor, power, involvement, excitement, & interest It is conveyed to students in many ways: vocal inflection, gesture, eye contact, and movement.