Interactive Teaching - PowerPoint PPT Presentation

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Interactive Teaching

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... Learning should be Meaningful Engaging Involve critical thinking Social Major learning theories Behaviorism Cognitivism Constructivism ... Bruner, Anderson ... – PowerPoint PPT presentation

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Title: Interactive Teaching


1
Interactive Teaching
  • Peter McDermott, Ph.D
  • The Sage Colleges
  • Troy, New York

2
Goals of the Presentation
  • Review major theories of teaching and learning.
  • Share several examples of interactive teaching
    strategies.
  • Provide opportunity for discussion and analysis.

3
In groups of four, provide a list of reasons
supporting these two statements.
  • Traditional approaches to language teaching have
    worked well and there is little reason to change.
  • Language teaching must adapt to new theories and
    ways of learning.

What is your groups position and why do you
feel this way?
4
How do children learn? What is their best way to
learn?
5
At what point should they learn by
  • Listening?
  • Watching?
  • Speaking?
  • Writing?
  • Doing?

6
Is there a time when they should only learn by
  • Listening?
  • Watching?
  • Speaking?
  • Writing?
  • Doing

7
Learning should be
  • Meaningful
  • Engaging
  • Involve critical thinking
  • Social

8
Major learning theories
  • Behaviorism
  • Cognitivism
  • Constructivism
  • Multiple intelligences

9
Behaviorism (Skinner)
  • Operant conditioning
  • External reinforcers
  • Environmental

10
Cognitivism (Bruner, Anderson)
  • Internal processing of child
  • Mental processes such as thinking, attention,
    memory, knowing, and problem-solving
  • Knowledge is seen as schema and learning is
    defined as change in a learners schemata.

11
Constructivism (Vygotsky Rogoff) interactive,
participatory, collaborative, democratic,
sociocultural
  • Learning is social
  • Learn from an expert
  • Learning is building knowledge, not giving.
  • Learning must be active.
  • Gradual release of responsibility
  • Talk is essential

12
Multiple intelligences (Gardner)
  • Linguistic ("word smart")
  • Logical-mathematical ("number/reasoning smart")
  • Spatial ("picture smart")
  • Bodily-Kinesthetic ("body smart")
  • Musical ("music smart")
  • Interpersonal ("people smart")
  • Intrapersonal ("self smart")

13
In groups, draw an image or outline of a child.
  • On the drawing, brainstorm and write key concepts
    and ideas about how they learn language. What
    principles apply? What forces influence their
    learning? What motivates them to learn? What
    interferes? Etc.

14
Studies of childrens language acquisition offer
important insights about teaching and learning.
  • After three days infants can distinguish mothers
    voice from others.
  • After one month mothers can distinguish infants
    voice for function (hungry, gas, etc.)
  • Six months children have acquired their sound
    system and linguists can identify their country
    of origin.

15
Language learning continued
  • One year children are pronouncing one year
    utterances to stand for complete thoughts.
  • Second year children use 3-4 word strings and
    have acquired speaking vocab of 400-500 words.
  • By third year they use simple and compound
    sentences and speaking vocab is 1000 words.
  • 4-5 syntax is well developed and vocabulary is
    about 3000 words.
  • 5-6 children have a speaking vocab of 8,000
    words.

16
What do studies of language acquisition have to
say about teaching and learning?
  • Predisposition to learn - language.
  • Language is learned in social contexts.
  • Meaning is the driving force to learn.
  • Adults respond to the meaning of what children
    are saying, not the pronunciation and grammar.
  • Adults model and scaffold childrens learning.
  • Learning is fundamentally social.

17
In small groups discuss how you learn best? What
are the conditions and what strategies do you
use?
18
What are the implications of constructivism and
multiple intelligences for language teaching?
  • Create a list of the implications in your group
    of four and identify a reporter to share with the
    class.

19
To what extent is constructivist teaching used in
the U.S.?
  • Elementary schools (teach as taught state
    standards but more likely to see at this level)
  • Secondary (teach as taught state standards,
    pressure to cover curriculum)
  • Higher education (mostly lecture and teacher
    centered Harvard uses Socratic Method in many of
    its schools many institutions are strong with
    digital technologies internships international
    experiences)

20
Does constructivist teaching apply to Bosnia?
  • Children should develop a personal view of the
    world - this prepares them for a society in which
    individuality is prized and democracy is the
    ideal.
  • Questioning ideas, including those of the
    teacher, play a vital role in learning.
  • Learning proceeds from whole to part. Children
    need to see the big picture, and then analyze it
    to see its parts and connections.

21
Constructivism in Bosnia?
  • Children are naturally curious and want to learn.
  • Mistakes are a natural part of learning and
    should be part of classroom learning.
  • Children develop learning strategies as they
    acquire content.
  • Students are expected to be active, independent
    learners who make connections and articulate
    their understandings.

22
Exit card
  • What is the most important thing you learned from
    todays presentation?
  • What question do you have about the presentation?

23
References
  • http//tip.psychology.org/theories.html
  • Bailey, F. Pransky, K. (2002). Are other
    peoples chldren constructivist learners, too?
    Theory into Practice, 44(1), 19-26.
  • Palincsar, A., Herrenkohl, L. (2002). Designing
    Collaborative Learning Contexts.Theory Into
    Practice, 41(1).
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