Transcript Those Who Can, Teach 10th Edition Kevin Ryan and James M

Principles of Teaching
And Learning Exploring
Pedagogy, Curriculum, Instruction
Collin College
EDUC 1301
Chapter 4
 Pedagogy: Art
and science of teaching –
your personal teaching philosophy
• Beliefs, knowledge, orientation
• Subtext that informs your teaching
 Instruction: The
act of teaching
 Learning theory: How learning happens
and conditions that favor its occurrence
4|
 Learning
is a response to reinforcements
(“stimuli”) from outer environment
 All behavior is learned in steps
 Operant conditioning: Behavior learned
because of its consequences (reward or
punishment)
• A.k.a. “shaping” or “behavior modification”
 Theorist: B.F. Skinner
4|
 Teacher
strictly controls environment
• Focus on observable behaviors
• Lesson based on clear objectives
• Reinforce each step toward goal
• Favor positive reinforcements (rewards)
 Criticisms:
• Students less engaged
• Too much bribery, too much control
• Students learn facts, not concepts
4|



Focus on thought processes that accompany learning
Learning via student’s creation of knowledge
Stages of cognitive development (Jean Piaget):
Intellectual growth occurs in stages marked by
different thinking abilities- ALL ages are approximate
• Sensorimotor stage (18 months-2 yrs. old): Learning via
sensory impressions, movement
• Preoperational stage (2-7 yrs. old): Learn words,
symbols
• Concrete operational stage (7-11 yrs. old): Generalize
concepts from concrete experiences
• Formal operational stage (11+ yrs. old): Think in
abstractions
4|
 Piaget: Match
type of learning to stage of
cognitive development
 Jerome Bruner: Let students discover
ideas on their own (“discovery
learning”)
 Criticisms:
• Children can be in several stages at once
• Stages cannot easily be linked to certain ages
• Didn’t account for learner’s social contexts
4|
 Learning
is interaction between learner’s
mental processes & social environment
• Context influences the ideas we develop
 Theorist: Lev Vygotsky
 Social
cognitive learning in the
classroom:
• Teacher models behavior, students observe
• Students solve problems in groups
4|
 Several
related theories:
• Real learning = making information your own
• Knowledge is built by learners through real-
world experience
• New ideas integrated with prior knowledge
• Learning occurs incrementally and via leaps
• We understand life using personal mental
schemes (framework for ideas)
 Theorists: John
Dewey, Carl Rogers
4|
 Based
on students’ existing ideas,
knowledge, skills, attitudes (foundation)
 Lesson builds on foundation, then
challenges it to make students rethink their
schemes
 To correct wrong ideas, present
contradictory information so student must
wrestle with the concept and come to
understand the accurate idea
 Students need multiple opportunities to
learn concepts
4|
A
Course of study describing what to
teach, and how……………
• Typically organized by content area for each
grade level
• Official plan = Formal curriculum
• Established by state
 Informal
curriculum: Spontaneous
learning experiences that link academic
concept to students’ daily lives
4|
• How are most curricula developed?
– Many states build on national content area standards
– School (or district) curricula based on state curricula
• NCLB has reduced local control, innovation
– Pressure to adopt uniform state curricula “that work”
– Teachers rush to “cover the curriculum”
– If it’s not on the test, it may not be taught
– Texas Essential Knowledge and Skills
– http://www.tea.state.tx.us/index2.aspx?id=6148
4|
 Ideally, curriculum
is both a:
• Window into new ideas, worlds
• Mirror of students’ realities
 Interests, concerns, beliefs
 Talents and challenges
 Family and social networks
 Activities (hobbies, jobs, household duties)
A
curriculum that’s relevant will seem
meaningful and motivate learning
4|
 Student
performs meaningful real-world
task to show understanding
• A.k.a. “performance assessment”
 Common
evaluative tools used with this
approach: Checklists, rubrics
• Rubric: Scoring guide including criteria for
judging quality of student work & rating scale
• Free online rubric tool
4|
4|
 Multiple-choice
tests usually measure
student recall, not understanding
 Criticisms of NCLB standardized tests:
• At best, offers partial snapshot of what students
know
• At worst, provides unreliable data because of
mismatch with local curricula (test given before
material is taught for example)
4|
 To
incorporate what you’ve learned
about teaching into your approach:
• Be comfortable with yourself
• Let students express their ideas often
• Ask where their ideas come from
• Connect subject to their lives
• Learn material for yourself (prepare!)
• Let students explore material on their own
4|
 Don’t
feel tied to one educational
philosophy, theory, or teaching method
 Use multiple approaches, adapt your
approach and pedagogy to the needs of
the students.
 Big question: Who are my students and
how can I best teach them?
• Understand their lives & existing prior
knowledge
• Ask them what they know!
4|
Copyright by Houghton Mifflin Company. All rights
reserved.
918
Review TEKS for grade level and
content area. Using a Teacher’s Manual,
discuss and answer question on your
handout. Share answers with class.
Copyright by Houghton Mifflin Company. All rights
919
 The
Lesson Plan instructions are listed in
a Content File in your Blackboard Folder.
 A grading rubric is included with the
instructions.
 Due date for this project is April 26.
 Presentations of the Lesson Plans for the
whole class will be May 1,3 and 10.
Copyright by Houghton Mifflin Company. All rights
reserved.
920