Week 1:(1) Introduction to Pedagogy:

Pedagogy and andragogy

(2) Teaching and learning

(3) Learning styles

Definitions of Pedagogy

Pedagogue = a teacher, educator, a strict one

Old French; Latin: paedagōgus, slave who supervised children and took them to and from school, from Greek paidagōgos : paido-, boy; + agōgos, leader or guide.

Pedagogy is the art and science of helping children learn

Androgogy = the art and science of helping adults learn

pedagogy

The art or science of teaching

The study of methods and application of educational theory to create learning contexts and environments

Pedagogical issues are related to teaching and learning

pedagogy

5 core principles:

1. Commitment to students and learning 2. Teachers know their subjects 3. Teachers know how to teach those subjects 4. Teachers are responsible to managing and monitoring student learning 5. Teachers think systematicaly about their practices and learn from experiences

pedagogy

Quality pedagogy:

a. Democratic classroom b. Assurance of quality learning opportunities c. Utilization of strong model of information processing d. Assurance of content standards being met e. Students at the centre of their own learning

pedagogy

Pedagogy“the art and science of helping children learn”.

VS

Andragogy“the art and science of helping adults learn”

Pedagogy-andragogy

Concept of Learner

Pedagogy Andragogy

Dependent.Teacher expected to determine what is learned, when, and if it has been

Moves from dependency to increasing self-directedness. Teachers encourage and nurture movement

Pedagogy-andragogy

Learner’s Experience

Pedagogy Andragogy

Of little value, learners will gain the most from teacher’s lecture, text related mediums.(Deductive)

People attach more meaning to learning gained from experience. Labs problem solving, discussions. (Inductive)

Pedagogy-andragogy

Readiness to Learn

Pedagogy Andragogy

With pressure, people are ready to learn what society says they ought to, step-by-step style

Experience a need to learn. Educator provides tools, should be organizrd around life-application.

Pedagogy-andragogy

Orientation to Learning

Pedagogy Andragogy

Process for acquiring subject matter, content to be used later.Basic subjects.

Need to be able to apply whatever knowledge and skill they gain soon. Performance-centered

Pedagogy-andragogy

Dimensions Of Matirotu

1)Dependence Autonomy2) Passivity Activity

3) Subjectivity Objectivity4) Ignorance Enlightenment5) Small Abilities Large Abilities

6) Few Responsibilities

Many Responsibilities

7) Narrow Interests Broad Interest8) Selfishness Altruism

c

c

c

c

c

c

c

Pedagogy-andragogy

c

Dimensions Of Maturity9) Self-rejection Self- acceptance

10) Amorphous Self-identity

Integrated self-identity

11) Focus on Particulars

Focus on Principles

12) Superficial Concerns

Deep Concerns

13) Imitation Originality

14) Need for Certainty

Tolerance of ambiguity

c

c

c

c

c

c

Definitions of teaching

Creation of environment for the best learning to take place

Helping students acquire information, ideas, skills, values, ways of thinking, and means of expressing themselves (Joyce, Weil, & Calhaun, 2011).

Long-term outcome: students’ increased capabilities to learn more easily and effectively in the future

Thus, a major role in teaching is to create powerful learners

teaching

Teaching is a combination of both artistry and science (Henderson, 2001). -- teaching as in art, we call this ability creativity

Helping students acquire information, ideas, skills, values, ways of thinking, and means of expressing themselves (Joyce & Weil, 1996).

Long-term outcome: students’ increased capabilities to learn more easily and effectively in the future

Thus, a major role in teaching is to create powerful learners

teaching

Traditional teacher-training programs have been directive in nature

Teacher educators have to prepare prospective teachers to be self-monitoring individuals

Effective teachers must inquire into students’ experiences, understand their learners, and have the capacity to analyze what occurs in classrooms and in the lives of their students Self-monitoring: self-analysis of teaching episodes, reflection and focusing on events rather than personalities, systematic observation for patterns and trends of T and L behavior

teaching

Reflective Teaching

o Donald Cruickshank (1987) suggests that reflective teachers want to learn about teaching from both theory and practice -– teach and reflect on their teaching, and through the process, become more thoughtful and wiser teachers

o Schon (1987): Reflective T requires careful planning and continual ”reflecting-in-practice” and ”reflecting-on-practice”

o Reflective T (self-monitoring): -- ask basic questions about the appropriateness and success of your T -- how to change your T and classroom behaviors to improve their success -- ask self-evaluative questions and conclude whether you are satisfied or dissatified

teaching

Reflective Teaching

A Passion for Teaching

What is passionate about teaching?1. A passion for the subject – teaching in your discipline

2. A passion for the teaching life – to have opportunities to see students become excited about learning

3. A passion for the teaching-learning process – helping students learn; quickly and gracefully act on the stituation seen

teaching

What is it like to be a teacher?

Reality 1: Unpredictable outcomes

Outcomes of teaching are often unpredictable and inconsistent

Reality 2: Assessing students’ learning

It is difficult to assess what students learn as a result of being taught

It is difficult, perhaps imposssible, to determine precisely what another human being does or does not understand. Teachers must become aware of the latest approaches to assessing students’ learning

Parkay, F. W. & Stanford, B. H. (2007). Becoming a teacher.Boston: Pearson Education, Inc., pg. 22-28

What is it like to be a teacher?

Reality 3: Limited influence on students’ behavior

The teacher’s ability to influence student behavior is actually quite limited.

Reality 4: The importance of teachers’ attitudes

With the role of a teacher also comes the power to influence others by example.

Educational psychologist, Jeanne Ellis Ormrod (2003, 342): “as teachers, we ‛teach’ not only by what we say but also by what we do.”

What is it like to be a teacher?

Reality 5: The unpredictability and immediacy of teaching

Interactive teaching is characterized by events that are rapid-changing, multidimensional, and fragmented.

The face-to-face interaction (interactive teaching) are themselves rapid-changing, multidimensional, and irregular. Gmelch and Parkay (1995, 47): “Day in and day out, teachers spend much of their lives ‛on stage’ before audiences that are not always receptive....Teachers must orchestrate a daunting array of interpersonal interactions and build a cohesive, positivie climate for learning.”

What is it like to be a teacher?

Reality 6: The uniquesness of teaching

Teaching involves a unique mode of being between teacher and student – a mode of being that can be experienced but not fully defined or described.

On your journey to become a teacher, you will gradually develop your capacity to listen to students and to convey an authentic sense of concern for their learning

What are the roles of a teacher?

1. As a counselor

2. As a manager

3. As an instructional expert

teaching

The professional teacher

teaching

Essential knowledge and skills for the professional teacher (Parkay, F.W & Stanford, B.H. (2007). Becoming A Teacher. Boston: Pearson Education, Inc. Pg. 46)

The professional

Teacher

Essential Knowledge

Essential skills Reflection

and Problem Solving

Knowledge of self and students

Knowledge of subject

matter

Knowledge of educational theory and research

Teaching skills and

techniques

Interpersonal skills

Definitions of learning

Process of progressive change:

ignorance knowledge inability competence indifference understanding Learning is a social process: occurs through interpersonal interaction within a cooperative context (David, Johnson, Johnson, R., & Smith,1992).

relatively permanent change in behavioural potentiality and as a result of reinforced practice

teaching

Woolfolk (2010):

Learning occurs when experience causes relatively permanent change in an individual’s knowledge or behaviour.

O’Donnell (2011)

Learning is a relevantly permanent change in behaviour or knowledge that occurs as a result of experiece

Ciccarelli, S.K. & Meyer, G.E. (2006):

Learning is any relevantly permanent change in behaviour brought about by experiece or practice.

Learning

Quotations on teaching, learning, education

The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people.

K. Patricia Cross

teaching

Teaching is the highest form of understanding Aristotle

Good teaching is one-fourth preparation and three-fourths theatre. Gail Godwin

The educator must above all understand how to wait; to reckon all effects in the light of the future, not of the present. Ellen Key, 1911

teaching

No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value. Bertrand Russell

Teaching = helping someone else learnL. Dee Fink

teaching

On learning:

Memorization is what we resort to when what we are learning makes nosense. Anonymous

It is what we think we know already that often prevents us from learning. Claude Bernard

teaching

On education:

The main hope of a nation lies in the proper education of its youth. Erasmus

All education springs from some image of the future. If theimage of the future held by a society is grossly inaccurate, its education system will betray its youth. Alvin Toffler

Education's purpose is to replace an empty mind with an open one. Malcom S. Forbes

teaching

Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance learn so easily; and why older persons, especially if vain or important, canno’t learn at all.

Thomas Szasz, 1973

teaching

Learning Styles

Learning styles are important because they are the educational-relevant expressions of the uniqueness of the individual (Joyce & Weil,2010)

Learning styles, also called cognitive styles are students’ preferred ways of learning or processing information (Messick, 1994; Sternbert & Crignorenko, 1997)

Learning styles

Examples of learning styles

a. Dunn & Dunn

b. Kolb’s theory

c. McCarthy’s 4MAT

d. Howard Gardner’s Multiple intelligences

Learning styles

Learning by Dunn & Dunn (1987)

Students differed in terms of their response to

three key dimensions of learning:

a. Environment (e.g. Sound, light, temperature)

b. Physical stimuli (oral versus written)

c. Structure and support (working alone or in

groups)

Learning styles: Dunn & Dunn

Learning Style Dimensions Dimension Learning Style Differences Environment Sound Is a quiet or nosy environment best for learning? Light Do students prefer bright or subdued light? Temperature Is a warm or cool room preferred? Seating Are individual desks or clusters of desks best for learning? Physical Stimuli Duration How does attention span influence the optimal length of

activity? Modality Does the student prefer to read or hear new information? Activity Do students learn best when actively involved, or do they

prefer more passive roles? Structure / Support Motivation Do students need external rewards, or are they internally

motivated? Monitoring Do students need constant support and monitoring, or are

they independent learners? Individual / Group Do students prefer to work alone or in a group?

Implications for teaching :

Teachers should treat each student as an inividual human being and not just another face in a class of 30. Help our students understand themselves as learners.

Self-awareness can be developed through self-instruction training.

Learning styles: Dunn & Dunn

Kolb’s theory : classification of learners

a. Activitists

b. Reflectors

c. Theorists

d. Pragmatists

Learning styles: Kolb

Activisists

Like practical work such as labs, field work, observation exercises and using visual source material for information, etc.

Reflectors

Like to learn by watcing others, by taking time to consider observations of their own experiences, etc

Theorists

Like lectures, reading papers on topics, considering analogies, etc.

Pragmatists

Like simulations, case studies, homework, etc. Learning styles: Kolb

Implications : Activists might just start using it and feel their

way into it Reflectors might have a go at using it and then

take time to think about what they have just done

Theorists might begin by reading the manual

Pragmatists might start using the programme, but make frequent references to the Help files

Learning styles: Kolb

McCarthy’s 4MAT analysis

This learning style developed the notion of cycle through which leearners progress in a classroom topic or block of work. It made use of the left / right brain science.

Learners are classified as:

a. Innovative b. Analytical c. Common sense d. Dynamic

Learning styles: 4MAT

G ardner’s Theory of M ultip le Intelligences Dim ension Exam ple Lingu istic / verbal in telligence: Sensitivity to the m eaning and order of w ords and the Poet, journa lis t varied uses of language Logical-m athem atical in telligence : T he ability to handle long chains of reasoning and to Sc ien tis t, m athem atic ian Recogn ize patterns and order in the world M usical intelligence : Sensitivity to p itch, m elod y, and tone Com poser, vio linist Spatia l in telligence : T he ability to perceive the visual world accura te ly, and Sculp tor, navigator T o re-create , transform , or m odify aspects of the world Based on one ’s perceptions Bodily-kinesthetic intelligence : A fine-tuned ability to use the body and to hand le objects Dancer, athlete In terpersonal in telligence : T he ability to notice and m ake dis tinctions am ong others Therapist, salesperson In trapersonal in telligence : Access to one ’s own “feeling life” se lf-aware individual Naturalistic intelligence : M ake dis tinctions and recognize patterns in the natura l B io logis t, botanis t W orld : are curious about p lants and anim als; are concerned the ecology / environm ent Source: Adapted from G ardner, 1999; G ardner & H atch, 19 89 and www. high landschool-virtualib.org.uk

Global-analytical

• Let’s find out …….homework