Approaches to learning (and teaching and supervising )

Department of Science Education Approaches to learning (and teaching and supervising) Aim of session: Understanding of howones perception of learningcaninfluencehowonesees supervision

Department of Science Education What is learning? • Individually: Reflect on what you mean by ‘learning’. When has someone learned something? (brainstorm 2-3 minutes) 2. Exchange your reflections in groups 3. Try to arrange your different conceptions of learning in a hierarchy with the most simple in the bottom and the most advanced at top.

Six conceptions of learning Students say that learning is … 1. A quantitative increase of knowledge 2. Memorising 3. The acquisition of facts and procedures for later use 4. The abstraction of meaning 5. An interpretative process for understanding reality 6. Changing as a person The outcomes of learning The processes of learning Therearestrongconnectionsbetween a person’sconceptions of learning and the person’schoice of studystrategies: The conceptions of learningco-determine the learningoutcome!

Surface vs. Deep approach towards learning Deep approach Students focus their attention on the overall meaning or message in a class session, text or situation. They attempt to relate ideas together and construct their own meaning, possibly in relation to their own experience. Surface approach Students focus their attention on the details and information in a class session or text. They are trying to memorise these individual details in the form they appear in the class or text or to list the features of the situation in order to pass the examinations.

Constructivist learning Pedagogy The learner What has to be learned Existing knowledge New information New phenomenon interpret modify New knowledge Individual process? Social process?

Department of Science Education Constructivism versus Transfer Constructivism: learning is determined by the individual’s development, and the individual must him- or herself construct the knowledge - it cannot be transferred • Activate the student – it is he or her that are going to do the work! • don’t always tell the ‘solution’, what’s ‘right’ • give time and space for the students’ own knowledge construction • relate to earlier knowledge and give examples and metaphors

Approaches to learning (and teaching and supervising )

Approaches to learning (and teaching and supervising )

Presentation Transcript

Problem-solving approaches to teaching and learning in Maths

APPROACHES TO TEACHING AND LEARNING

Behavioral Approaches to Learning and Teaching

Behaviourist approaches to learning and teaching

Introduction to Workshop 10 Choosing Learning and Teaching Approaches and Strategies

Approaches to teaching and learning

Approaches to Teaching and Learning

New Approaches to Teaching and Learning

Scholarly Approaches to using Technology in Teaching and Learning

Cognitive explanations of learning and approaches to teaching

Approaches to the classroom learning and teaching of Religion

Approaches to Teaching and Learning

Shifting from TEACHING to LEARNING approaches

Teaching thinking Approaches to Learning

Challenges and Approaches to learning and teaching agrobiodiversity

Active Learning Approaches to Teaching Information Assurance

DTLT502 Approaches to Learning and Teaching - clarifying the terminology

Supervising the Learning Environment

6 Integrated Teaching and Learning Approaches

SUPERVISING TEACHER SEMINAR

Problem-solving approaches to teaching and learning in Maths

Historical and cultural approaches to teaching and learning mathematics