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LEARNING TO TEACH Teaching to learn. AMS UK Annual Conference 2013. Mohammad Akram Khan-Cheema OBE. Objectives of this presentation. 1. Best of what is known about learning. Ways in which what we know about learning may inform what teachers do about learning .
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LEARNING TO TEACH Teaching to learn AMS UK Annual Conference 2013 Mohammad Akram Khan-Cheema OBE
Objectives of this presentation 1. Best of what is known about learning Ways in which what we know about learning may inform what teachers do about learning • 3. Critical view of current offerings • Brain friendly learning • Learning styles • Brain gym • Emotional intelligence • Assessment for learning / of learning? • etc ..........
I believe as educators we should aim for three things: to teach students to learn; to teach students to think; to instil a love of/for learning. When students love to learn - and know how to learn - they can pick up and run with any topic/subject they want or feel would be useful them. Wisdom is more valuable than mere knowledge. Every student who's had a good teacher loves to learn. It only takes one inspiring teacher to install that love for life. Only student's who've never had a good teacher don't (yet) love to learn.
What do you know about the core principles of teaching and learning? How often do you talk about learning in the classroom? Have you noticed how the space we allow for learning often gets high-jacked by things that have little to do with learning? Do you recognise these three ‘space’ invaders? ....... and can you add others to this list ....? • WORK • PERFORMANCE or • TEACHING
WORK Just listen to what is said in the classroom • Get on with your work • Home work • Schemes of work • Have you finished your work? This can often lead to meaningless work, especially when people talk about being ‘on task’ without assessing the quality of learning or engagement. This ‘space’ invader can easily be tackled if teacher involves the class in consultation to agree with her that every time she or anyone else is about to use the word ‘work’ , they would try the word ‘learning’ instead.
PERFORMANCE Performance is not learning, though it can develop from learning. Performance tables, performance pay, performance management are popular because they can offer policy makers measurable outcomes of a limited sort. For politicians they appear effective because they can add a sprinkling of fear and pressurise teachers into the sort of accountability and compliance. Establishing performance related lists can help politicians and policy makers to make their ‘judgements’. However there is a grave risk that teachers pass that pressure and fear on to their children. They often talk of consistency as though it were a desirable goal. Education cannot be about consistency: consistency means that you know tomorrow what you know today – and that could be consistently bad? Evidence suggests that a focus on performance can depress performance; learners end up with negative ideas about their competence, they seek help less, use fewer strategies, and become organised by the very judgements which do them down. On the other hand evidence suggests that a focus on learning can enhance performance.
TEACHING The trend at present is to speak about ‘teaching and learning policies’ or teaching and learning strategies. However on close examination schools might as well be dealing with ‘teaching and teaching’ since there is minimal attention given to learning. The links between teaching and learning are complex and multi-factoral – See Next SLIDE “High-level learning does not come from teachers teaching their socks off” Chris Watkins – UoLondonIoEd Ask yourself this question & discuss it in your groups: “Which do you think happens more often – teaching without learning or learning without teaching?”
Three main views about Learning • Learning is being taught - LBT • Learning is individual sense-making - LIS • Learning is building knowledge as part • of doing things with others - LBKO
Learning is building knowledge as part of doing things with others - LBKO
Learning is a relatively permanent change in behavior, or behavior potential, that occurs as a direct result of practice or experience. Latent learning is when an organism (animal, human, plant?) learns something, but the knowledge is not immediately expressed. It remains dormant, and may not be available to consciousness until specific events/experiences might need this knowledge to be demonstrated. We must observe a change in behavior to say that learning has occurred, but if no change occurs, we can draw no conclusion. Learning may be present - “beneath the surface.” This supports a distinction between learning and performance.
Effective Approach to Top Teacher Quality Study after study has found that the single most important factor in determining successful education outcomes is the quality of the teacher
Effective Approach towards striving for Top Quality Teaching and Learning (Outstanding)
Globally Competitive Skill Sets IBERR findings - where schools are being designed to educate a leadership class which is capable of successfully competing globally. Accordingly, particular emphasis is placed on the skill sets most crucial to global competitiveness.
I ISLAMISATION K NOWLEDGE I E XPECTATIONS P LANNING O RGANISATION D ISCIPLINE R ESOURCES A SSESSMENT H OMEWORK
IBERR A New World Order InternationalBoard forEducationalResearch andResources • Reflect upon the best of our proud Heritage • 1001 Inventions – the pinnacle of Islamic civilisation – European Dark Ages • Contribution to humanity – science & technology • What are you going to invent? • What are you going to discover? • What are you going to do with the gift of life?
