characteristics of effective teaching and learning planning for effective teaching and learning...

CHARACHARACTERISTICS OF CTERISTICS OF EFFECTIVE EFFECTIVE TEACHING TEACHING

AND LEARNINGAND LEARNINGPlanning for effective teaching and learning requires attention to several key issues. In the material that follows these are summarised for you. They suggest that it is inefficient and ineffective to use traditional lecturing styles or whole class teaching for most of the time, and that cooperative and collaborative learning, often arranged in groups, are a more effective way of promoting learning in the classroom.

This is reinforced by studies of how the brain actually learns most efficiently and effectively.

Copyright Keith Morrison, 2004

CONSTRUCTIVISMCONSTRUCTIVISM Children construct their own knowledge of the world

rather than it being transmitted from an external source (e.g. the teacher).

Learning is self-directed and active. Learning derives from experience. Learners continually reorganise and restructure their

knowledge – adaptation, assimilation and accommodation.

What someone knows is not passively received but actively assembled by the learner.

Learning comes through exploration and experimentation.

Knowledge is creative.


IMPLICATIONS OF CONSTRUCTIVISM IMPLICATIONS OF CONSTRUCTIVISM FOR TEACHING AND LEARNING (1)FOR TEACHING AND LEARNING (1) Teachers as facilitators, supports, guides and

models of learning. Learning to adjust mental models to

accommodate new experiences. Learning concerns making connections between

information. Instruction to be built around complex problems

rather than problems with clear, correct answers. Students should help to establish the criteria on

which their work is assessed. Student interest and effort are more important

than textbook content.


IMPLICATIONS OF CONSTRUCTIVISM IMPLICATIONS OF CONSTRUCTIVISM FOR TEACHING AND LEARNING (2)FOR TEACHING AND LEARNING (2) It is sometimes better for the students, rather

than the teachers, to decide what to do. Sense-making and thinking are more

important than knowing content. Experimentation and investigation replace

rote learning. Teaching uses skill-based and open-ended

approaches. Motivation is intrinsic (personal) rather than

extrinsic (for marks).


IMPLICATIONS OF CONSTRUCTIVISM IMPLICATIONS OF CONSTRUCTIVISM FOR TEACHING AND LEARNING (3)FOR TEACHING AND LEARNING (3) Learners often produce unique and personal

knowledge. Naïve beliefs are useful starting points rather

than being wrong. Active, discovery and guided discovery, and

experiential learning are important. Applying not just repeating knowledge. Learning if collaborative and cooperative. Higher order thinking is significant.


FUNCTION INSTRUCTION CONSTRUCTIONClassroom

activityTeacher-controlled

Didactic

Learner-centred

Interactive

Teacher’s role Fact teller; expert Collaborator; learner

Student role Listener; always the learner

Collaborator; sometimes expert

Concept of knowledge

Accumulation of facts Transformation of facts

Demonstration of success

Quantity Quality

Assessment Norm-referenced Criterion-referenced

Pedagogy Drill and practice Communication; collaboration; expression;

inquiry;

investigation


CONVENTIONAL SETTINGS

RESTRUCTURED SETTINGS

Student role Learn facts and skills by absorbing content

from teacher/book

Create personal knowledge through understanding and

application

Social characteristics

Teacher-controlled; students working independently;

competitive

Teacher as facilitator; collaborative work;

students take decisions

Assessment Measurement of facts and discrete skills

Traditional tests

Assessment of knowledge application;

authentic assessment

Teacher role Present information;

manage classroom

Guide student inquiry and active learning


DoDo

ReviewReview

LearnLearn

ApplyApply


LEARNING IS . . .LEARNING IS . . . An active process of relating new meaning to

existing meaning, involving the assimilation and accommodation of ideas, skills, thoughts etc.

Making connections between past, present and future which do not always follow a linear fashion; knowledge is constantly modified.

A process influenced by the use to which the learning is to be put, and whether the learning may be effectively retrieved in future situations.


EFFECTIVE LEARNING IS . . .EFFECTIVE LEARNING IS . . .

Related to context

Related to goals


OUTCOMES OF EFFECTIVE OUTCOMES OF EFFECTIVE LEARNINGLEARNING

Deepened knowledge. Higher order skills, strategies, approaches. Action towards greater complexity and more learning. Positive emotions, excitement, enthusiasm. Enhanced sense of self. More sense of connection with others. Further learning strategies. Greater affiliation to learning. Personal significance through a changed meaning of

experience.


PROCESSES OF EFFECTIVE PROCESSES OF EFFECTIVE LEARNINGLEARNING

Making connections about what has been learned in different contexts.

Reflecting about one’s own learning and learning strategies.

Exploring how the learning contexts have placed a part in making the learning effective.

Setting further learning goals. Engaged with others in learning.


KEY PROCESSESKEY PROCESSES

Active learningCollaborative learningLearner responsibilityLearning about learningApplication of learning


FUNDAMENTALS OF FUNDAMENTALS OF EFFECTIVE LEARNING (1)EFFECTIVE LEARNING (1)

Learning is a social as well as an individual activity.

Higher order cognition is socially learned.Feelings, motivation, interest, engagement,

enjoyment and effective learning are closely linked.

Learning begins ‘where the learner is’.Activity, investigation, inquiry, exploration,

experience and application are essential.Learning is problem-solving.



Knowledge is integrated in the learner.Trial and error are significant aspects of

learning.Social and emotional factors are essential

features.Learning must be meaningful.Competitive activity inhibits long-term

learning; learning must be unhurried.



Pressuring students is frequently counter-productive.

Punitive environments restrict learning.Enjoyment promotes learning.Students must be rewarded for taking risks.Positive and rich feedback are essential.The experience of success is essential.Monitoring, assessment and diagnostic

teaching are essential.High student self-esteem is essential.


CONCEPTIONS OF LEARNING

CONCEPTIONS OF TEACHING

1. Quantitative

Concerned with how much; essential skills/facts

Transmission of knowledge

Communicate the external knowledge fluently

2. Qualitative

Active constructions of meaning and interpretation

Facilitation of learning

Get students engaged in appropriate learning activities

(what the student does mostly determines learning)


AN EFFECTIVE TEACHER AN EFFECTIVE TEACHER . . .. . .

Has secure knowledge

Plans effectively

Manages discipline

Uses effectivestrategies

Assessesthoroughly

Has highexpectations

Manages resources

Manages timeSets useful homework

Manages the lesson flow


CHARACTERISTICS OF CHARACTERISTICS OF EFFECTIVE TEACHERSEFFECTIVE TEACHERS

Professional values and practiceKnowledge and understandingTeaching:

– Planning, expectations and targets– Monitoring and assessment– Teaching and class management


questioningquestioning listeninglistening demonstratingdemonstratingexplainingexplaining

challengingchallenging instructinginstructing managingmanaging

praisingpraising assessingassessing

Learning objectivesLearning objectives

Additional adults

Additional adults

Differentiated input

Differentiated input

AssessmentsAssessments

JUDGING EFFECTIVE TEACHING

Teaching Teaching stylesstyles

LearningLearningoutcomesoutcomes

Students’Students’responsesresponses

Levels ofLevels ofattainmentattainment


AN EFFECTIVE LESSON PLANAN EFFECTIVE LESSON PLAN Has clear learning objectives. Activities are timed. Activities relate to the learning objectives. Uses subject-specific language. Matches provision to students’ needs. Says how resources will be used. Uses prior evaluations to inform planning. Sets high expectations of effort,

attainment/achievement, progress and behaviour. Uses homework to extend and apply learning.


Students’ response to challenge. Gains in knowledge and understanding. Students’ adaptability to new situations. Working with a sense of purpose, enjoyment and

commitment. Motivation to succeed. Asking questions, and persevering. Looking for alternatives and applying new ideas. Self-aware of own progress against known targets and

teacher’s expectations. Learning from own (corrected) mistakes.

THE OUTCOME OF EFFECTIVE THE OUTCOME OF EFFECTIVE TEACHING IS EFFECTIVE TEACHING IS EFFECTIVE

LEARNINGLEARNING


EFFECTIVE TEACHING AND POSITIVE EFFECTIVE TEACHING AND POSITIVE ATTITUDES/BEHAVIOURATTITUDES/BEHAVIOUR

Work safely, carefully and considerately. Involvement, application and enjoyment.Have pride in their achievements.Respect the views of others.Work independently.Can solve problems.Take responsibility for their own learning.Sustain concentration on task.


SUCCESSFUL TEACHING SUCCESSFUL TEACHING IMPROVES STUDENTS’ LEVELS IMPROVES STUDENTS’ LEVELS

OF ATTAINMENTOF ATTAINMENT Assess what students know, understand and can

do. Make age-related judgments. Make ability-related judgments. Make like-with-like comparisons. Highlight strengths and weaknesses. Look for patterns (ability, gender, ethnicity). Monitor individual student’s progress over time.


SOME ASSESSMENT-RELATED SOME ASSESSMENT-RELATED QUESTIONS A GOOD TEACHER ASKSQUESTIONS A GOOD TEACHER ASKS

Are the students’ learning what I’m teaching them? Are they performing as I expected? Are they making satisfactory progress? What aspects of my lesson are effective, and

why? Where does my teaching need to improve? Which aspects of the curriculum do they/ don’t

they understand, and why?


PLANNING FOR EFFECTIVE LEARNINGPLANNING FOR EFFECTIVE LEARNINGLearningpotential

Learningskills

Schemesof work

Models oflearning

Schoolstandards

Curriculummaterials

OUTCOMES OF LEARNINGOUTCOMES OF LEARNING

Compare withCompare withprevious attainmentprevious attainment

Compare withCompare withsimilar agesimilar age

Compare withCompare withsimilar abilitysimilar ability

Look for clear evidenceLook for clear evidenceof improvementof improvement


PROVIDE OPPORTUNITIESPROVIDE OPPORTUNITIES Memorise information Attain and test concepts Build and test hypotheses Extract information Analyse own values and beliefs Train themselves in a skill Problem solve Be creative Take initiatives Cooperate with others.

characteristics of effective teaching and learning planning for effective teaching and learning...

Documents

collaborative learning

models of learning

learning concerns

rote learning

experiential learning

effective teaching

repeating knowledge

knowledge adaptation