Models of Teaching

1. Models of Teaching Week 5 – Part 2

2. Agenda • A little bit of history • Metacognition • Bloom’s Taxonomy • Applying a theory to teaching • Maslow’s Hierarchy of Needs • Wrap-up

3. Recent Curriculum Themes • 1960’s • Teacher centered and/or System approach • Curriculum reflecting the space race: Math and science integral parts of syllabus • 1970’s • Individuality of the learner • Free spirit • Equality • 1980’s • Catering for local school populations • Unique needs of those in a particular area • Drive for independence about decisions • B. Dervin “user perspective” • 1990’s • National standards • Influence of SCAN – Five Competencies 1. Management of resources 2. Interpersonal skills 3. Information Use 4. Understanding systems 5. Technology competency

4. Curriculum Today or as the pendulum swings • Unique users • Accountability • Reflection on learning • Information age • Nationwide curricula • Standards • Flexible delivery • Situated Learning

5. What the research does say • Students come with preconceptions about how the world works. If teachers don’t build on this understanding, students fail to grasp concept • Students must have a deep understanding and comprehension of the facts before they can reorganize it • Learners need a metacognitive approach to learning • Learning happens in social interactions

6. Metacognition • Knowledge of cognitive activity or processes • Self-reflection • Learning, memory, and problem-solving • Emphasis on learning and learner • For problem solving: • Identifying and defining problems • Mentally representing problems • Planning how to proceed • Evaluating your performance

7. Developing Metacognitive Behavior • Identifying the known and unknown • Initial statement • Revise during the thinking process • Encourage thinking about thinking and learning • Keeping a thinking journal • Awareness of ambiguity and inconsistency • Dealing with difficulty • Planning and self-regulation • Estimating time • Organizing materials • Scheduling Procedures • Debriefing the Thinking Process • Review thinking activity – processes and feelings • Classify related strategies • Identify most useful activities • Self-Evaluation • Individual conferences • Checklists

8. Bloom’s Taxonomy (Cognitive) • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

9. Knowledge • Recall data or information. • Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. • Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

10. Comprehension • Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. • Examples: Rewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. • Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

11. Application • Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. • Examples: Use a manual to calculate an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a written test. • Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

12. Analysis • Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. • Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. • Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

13. Synthesis • Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. • Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. • Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

14. Evaluation • Make judgments about the value of ideas or materials. • Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. • Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

15. Kolb’s Model Applied • Concrete experience: where learning from feelings or reactions influence your learning. What would happen if I did this? • Field work • Reflective observation: where learning from watching and listening influence your learning. • Use of logs, journals, brainstorming • Active conceptualization: where learning from thinking or analyzing problems in a systematic method influence your learning. • Lectures, papers • Active Experimentation: where learning by doing or results driven influence your learning. • Homework, case studies, simulations

16. Maslow’s Hierarchy of Needs

17. Wrap-Up • Remember, a good teacher varies techniques and strategies • Learner control and ownership of the learning is critical • For assignments – use theories from lecture, readings or previous experience. Can be a combination. • Point is to ground yourself in effective learning and teaching