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: paedaggus, slave who supervised children and took them to and from school, from Greek paidaggos : paido-, boy; + aggos, 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 Dependent. Teacher expected to determine what is learned, when, and if it has been Andragogy Moves from dependency to increasing selfdirectedness. Teachers encourage and nurture movement

Pedagogy-andragogy

Learners Experience
Pedagogy Of little value, learners will gain the most from teachers lecture, text related mediums. (Deductive) Andragogy People attach more meaning to learning gained from experience. Labs problem solving, discussions. (Inductive)

Pedagogy-andragogy

Readiness to Learn
Pedagogy With pressure, people are ready to learn what society says they ought to, step-by-step style Andragogy Experience a need to learn. Educator provides tools, should be organizrd around life-application.

Pedagogy-andragogy

Orientation to Learning
Pedagogy Process for acquiring subject matter, content to be used later. Basic subjects. Andragogy Need to be able to apply whatever knowledge and skill they gain soon. Performance-centered

Pedagogy-andragogy

Dimensions Of Matirotu
1)Dependence 2) Passivity 3) Subjectivity 4) Ignorance 5) Small Abilities 6) Few Responsibilities 7) Narrow Interests 8) Selfishness
c c c c

Autonomy Activity Objectivity Enlightenment Large Abilities Many Responsibilities Broad Interest Altruism
Pedagogy-andragogy

c
c

c
c

Dimensions Of Maturity
9) Self-rejection 10) Amorphous Self-identity 11) Focus on Particulars 12) Superficial Concerns 13) Imitation 14) Need for Certainty
c c

Self- acceptance Integrated selfidentity

Focus on Principles
Deep Concerns Originality Tolerance of ambiguity

c c

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

Reflective 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

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 teachers 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

The professional Teacher

Knowledge of self and students

Essential Knowledge

Reflection and Problem Solving

Essential skills

Knowledge of subject matter

Knowledge of educational theory and research

Teaching skills and techniques

Interpersonal skills

Essential knowledge and skills for the professional teacher (Parkay, F.W & Stanford, B.H. (2007). Becoming A Teacher. Boston: Pearson Education, Inc. Pg. 46)

teaching

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 (2007):
Learning occurs when experience causes relatively permanent change in an individuals knowledge or behaviour. ODonnell (2007) 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 learn

L. Dee Fink

teaching

On learning:
Memorization is what we resort to when what we are learning makes no sense.
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 the image 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 selfesteem. 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, cannot 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,1996)

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. Kolbs theory c. McCarthys 4MAT d. Howard Gardners 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 Environment Sound Light Temperature Seating Physical Stimuli Duration Is a quiet or nosy environment best for learning? Do students prefer bright or subdued light? Is a warm or cool room preferred? Are individual desks or clusters of desks best for learning? Learning Style Differences

How does attention span influence the optimal length of activity? Does the student prefer to read or hear new information? Do students learn best when actively involved, or do they prefer more passive roles?

Modality Activity

Structure / Support Motivation

Do students need external rewards, or are they internally motivated? Do students need constant support and monitoring, or are they independent learners? Do students prefer to work alone or in a group?

Monitoring

Individual / 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

Kolbs 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

McCarthys 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. b. c. d. Innovative Analytical Common sense Dynamic

Learning styles: 4MAT

G a rd n e rs T h e o ry o f M u ltip l e In te llig e n c e s
D im e n s io n L in g u is tic / v e rb a l in te llig e n c e : S e n s itivity to th e m e a n in g a n d o rd e r o f w o rd s a n d th e va rie d u s e s o f la n g u a g e L o g ic a l-m a th e m a tic a l in te llig e n c e : T h e a b ility to h a n d le lo n g c h a in s o f re a s o n in g a n d to R e c o g n ize p a tte rn s a n d o rd e r in th e w o rld M u s ic a l in te llig e n c e : S e n s itivity to p itc h , m e lo d y, a n d to n e S p a tia l in te llig e n c e : T h e a b ility to p e rc e iv e th e v is u a l w o rld a c c u ra te ly, a n d T o re -c re a te , tra n s fo rm , o r m o d ify a s p e c ts o f th e w o rld B a s e d o n o n e s p e rc e p tio n s B o d ily -k in e s th e tic in te llig e n c e : A fin e -tu n e d a b ility to u s e th e b o d y a n d to h a n d le o b je c ts In te rp e rs o n a l in te llig e n c e : T h e a b ility to n o tic e a n d m a k e d is tin c tio n s a m o n g o th e rs In tra p e rs o n a l in te llig e n c e : A c c e s s to o n e s o w n fe e lin g life T h e ra p is t, s a le s p e rs o n E x a m p le

P o e t, jo u rn a lis t

S c ie n tis t, m a th e m a tic ia n

C o m p o s e r, vio lin is t

S c u lp to r, n a v ig a to r

D a n c e r, a th le te

s e lf-a w a re in d ivid u a l

N a tu ra lis tic in te llig e n c e : M a k e d is tin c tio n s a n d re c o g n ize p a tte rn s in th e n a tu ra l W orld : a re c u rio u s a b o u t p la n ts a n d a n im a ls ; a re c o n c e rn e d th e e c o lo g y / e n v iro n m e n t

B io lo g is t, b o ta n is t

S o u rc e : A d a p te d fro m G a rdn e r, 1 9 9 9 ; G a rd n e r & H a tc h , 1 9 8 9 a n d w w w . h ig h la n d s c h o o lvirtu a lib .o rg .u k

Global-analytical
Lets find out .homework