Teaching Learning Process

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Teaching Learning Process

• A thousand teachers,
• a thousand methods.
• -Chinese Proverb

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• Please allow team / group work during
  exams !

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Outline
1-Introduction. 2- Definitions of terms related
to teaching learning process. 3-Principles of
Effective Teaching learning process. 4-Principle
s of learning. 5-Aspects of the
teaching-learning process. 6-Information
Processing
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What is Teaching

• a process of interacting
• The process of engaging students in activities
  that will enable them to acquire the knowledge,
  skills, as well as worthwhile values and
  attitudes.

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• TEACHING APPROACH
• It is a set of principles, beliefs, or ideas
  about the nature of learning which is translated
  into the classroom.

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EXAMPLES OF TEACHING APPROACHES
TEACHER-CENTERED LEARNER-CENTERED
SUBJECT-MATTER CENTER LEARNER-CENTERED
TEACHER DOMINATED INTERACTIVE
BANKING APPROACH CONSTRUCTIVIST
DISCIPLINAL INTEGRATED
INDIVIDUALISTIC COLLABORATIVE
INDIRECT, GUIDED DIRECT
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Teacher centered vs Learner Centered
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• PRINCIPLES OF TEACHING
• Principle of using previous knowledge
• Principle of providing for individual difference
  
• Principle of readiness
• Principle of meaningfulness
• Principle of defining specific objectives of the
  lesson
• Principle of proceeding from simple to complex
• Principle of proceeding from concrete to abstract
• Principle of proceeding from general to specific
• Principle of proceeding from known to unknown

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Guiding Principles in the Selection and Use of
Teaching Strategies

• Learning is an active process.
• We have to actively engage the learners in
  learning activities if we want them to learn what
  we intend to teach.
• Research shows
• 75 retention rates in learning by doing
• 90 retention rates learning by teaching others

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Guiding Principles in the Selection and Use of
Teaching Strategies

• The more senses that are involved in learning,
  the more and the better the learning.
• /

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Teaching Process
IMPLEMENT
EVALUATE
PLAN
Feedbacks and Reflection
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OPERATIONS
PHASES
TEACHING
Fixing up Goals Content
STAGE-I Pre-Active Stage
STAGE-I Pre-Active Stage
Decision about Strategies
Diagnosis of the Learners
STAGE-2 Inter-Active Stage
TEACHING
Actions and Reactions
Appropriate Testing Devices
STAGE-3 Post-Active Stage
Feedback and Testing
PHASES OF TEACHING ----- Philip. W. Jackson
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Planning Phase includes decision like

• The needs of the learner
• The achievable goals objectives to meet the
  needs
• Selection of the content to be taught
• Motivation to carry out the goal,
• Approach most fit to carry out the goals
• Evaluation process to measure learning outcome

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Considerations in planning

• Learner
• Availability of materials
• Time requirement of particular activity
• Strategy need to achieve the objective

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Implementation phase

• Based on the objective, implementation means to
  put into action the different activities in order
  to achieve the objectives through the subject
  matter.
• Interaction of the teacher and learner is
  important in the accomplishment of the plan
• Use of different teaching style and strategy are
  included in this phase

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Evaluation phase

• A match of the objective with the learning
  outcome will be made
• Answers the question if the plans and
  implementation have been successfully achieved
• Feedback

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Basic assumptions

• That teaching is goal oriented with the change of
  behaviour as the ultimate end
• That teaching is a rational and a reflective
  process
• That teachers by their actions can influence
  learners to change their own thinking or desired
  behaviour, thus teaching is a way of changing
  behaviour, through the intervention of the teacher

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Good teaching is .......

• One that is well planned where activities are
  interrelated to each other
• Goes beyond recall of information
• One that provide learning experiences or
  situation that will ensure understanding,
  application and critical thinking
• One where the learner is stimulated to think and
  reason and apply

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Learning as a process of learning

• To teach, is to make someone to learn...

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Learning

• Defined as a change in an individuals behaviour
  caused by experiences or self activity
• Implies that learning can only happen through
  the individuals activity or his own doing
• Can be intentional or unintentional

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Two principal types of learning process

• Behavioural learning theories
• Cognitive learning theories

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Behavioural Learning Theory

• Emphasizes observable behaviour such as new
  skills, knowledge, or attitudes which can be
  demonstrated
• Observable and measurable
• If the individual has changed behaviour, he has
  learned

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Cognitive Learning Theory

• Concerned with human learning in which
  unobservable mental processes are used to learn
  and remember new information or acquired skill
• Related to concept of meaningful learning through
  cognitive models

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Three model of teaching anchored on cognitive
learning theory

• Discovery learning of Jerome Bruner
• Reception learning of David Ausubel
• Events of Learning of Robert Gagne

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Discovery learning

• States that the individual learns from his own
  discovery of the environment
• Learners are inherently curious, thus they can be
  self motivated until they find answers to the
  problem
• Gave rise to the emerging theory of
  constructivism and self-learning
• Learning is flexible, exploratory, and independent

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Reception Learning

• Though learners are inherently curious, they may
  not be able to know what is important or relevant
  and they need external motivation in order to
  learn
• Also emphasize that prior learning is important
  in order to learn new things and because
  knowledge continuously changes once it is in the
  learners mind

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Events of learning (eight internal events)

1. Motivation phase the learner must be motivated
   to learn by expectation that learning will be
   rewarding
2. Apprehending phase learner stands or pay
   attention if learning has to take place
3. Acquisition phase while learner is paying
   attention, the stage is set and the information
   presented
4. Retention phase newly acquired information must
   be transferred from short tem to long term memory

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Events of .......

• 5. Recall phase recall previously learned
  information to learn to gain access to what has
  been learned is a critical phase in learning
• 6. Generalization phase transfer of information
  to new situations allows application of the
  learned information in the context in which it
  was learned
• 7. Feedback phase students must receive
  feedback on their performance - assessment

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• SUMMATIVE ASSESSMENT
• The goal of summative assessment is to evaluate
  student learning at the end of an instructional
  unit by comparing it against some standard or
  benchmark.
• Summative assessments are often high stakes,
  which means that they have a high point value.
• Examples of summative assessments include
• a midterm exam
• a final project
• a paper

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• FORMATIVE ASSESSMENT
• The goal of formative assessment is
  to monitor student learning to provide ongoing
  feedback that can be used by instructors to
  improve their teaching and by students to improve
  their learning. More specifically, formative
  assessments
• help students identify their strengths and
  weaknesses and target areas that need work
• help faculty recognize where students are
  struggling and address problems immediately.

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Information Processing
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• An integrated approach incorporates successful,
  research- based and brain- based instructional
  strategies.
• Some research findings about the brain (Wolfe,
  2001)
• Without rehearsal or constant attention,
  information remains in working memory for only
  about 15-20 secs.
• Learning is a process of building neural
  networks.
• Our brains have difficulty comprehending large
  numbers because we have nothing in our experience
  to hook them to.
• The eyes contain nearly 70 of the bodys sensory
  receptors send millions of signals every
  second along the optic nerves to the visual
  processing of the brain.
• There is little doubt when information is
  embedded in the music or rhyme, its recall is
  easier than when it is in prose.

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Forgetting

• Fading disuse
• the link fades
• Interference confuse
• Distortion misrepresentation due to imperfect
  recall

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Forgetting

• How to prevent
• Encourage active interaction
• Multiple context
• Practice review/ use in new learning activity

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If I can not learn the way you teach, will you
teach me the way I can learn?
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