ATESEA Teachers’ Academy 2011

Workshops on Methods of Teaching and

Learning Assessmentby Hope S. Antone, CCA-FMU

Learning from Some Experts

A Wider View of Intelligence

“An intelligence is the ability to solve problems, or to create products, that are valued within

one or more cultural settings.”

• Howard Gardner, Frames of Mind 1983

Nine Intelligences

by Howard Gardner

Practitioners of General Education have applied these Multiple Intelligences

Learning from Some Experts on “Learning Styles”

Learning style - is the more or less consistent way in which a person perceives, conceptualizes, organizes and recalls information.

Learning styles are influenced by one’s genetic make-up, previous learning experiences, culture, and the society one lives in.

Importance of Knowing Learning Styles

• Students learn better and more quickly if teaching methods match their preferred learning styles.

• With improved learning, students’ self-esteem also improves.

• Students who have become bored with learning may become interested once again.

• Student-teacher relationship may also improve.

Four Modalities – Learning Styles

(a) Visual / Seeing• look at the teacher's face intently• like looking at wall displays, books, etc.• often recognize words by sight• use lists to organize their thoughts• recall information by remembering how it

was set out on a page

Four Modalities – Learning Styles

• (b) Auditory / Hearing• like the teacher to provide verbal

instructions• like dialogues, discussions and plays• solve problems by talking about them• use rhythm and sound as memory aids

Four Modalities – Learning Styles

(c) Kinesthetic / Moving • learn best when they are involved or

active• find it difficult to sit still for long periods• use movement as a memory aid

Four Modalities – Learning Styles

(d) Tactile / Touching • use writing and drawing as memory aids• learn well in hands-on activities like

projects and demonstrations

Source: Bandler, R. and Grinder, J. in the Field of Neuro-Linguistic Programming

Learning Styles – 4 MAT

innovative learners: why analytic learners: what? common sense learners: how? dynamic learner: what if?

Source: Bernice McCarthy (1980)

Learning Styles• Type One

Imaginative/Innovative Learning – Feeling and watching, seeking personal associations, meaning, involvement.Making connections. Key question: Why?

• Type TwoAnalytic Learning – Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think.Formulating ideas. Key question: What?

• Type ThreeCommon Sense Learning – Thinking and doing. Experimenting, building, creating usability. Tinkering.Applying ideas. Key question: How?

• Type FourDynamic Learning – Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery.Creating original adaptations. Key question: What if?

Innovative Learnerslook for personal meaning

while learning

draw on their values

while learning

enjoy social

interaction

are cooperative

want to make the world a better place

Use cooperative learning activities and activities in which students

must make value judgments

Ask students to discuss their

opinions and beliefs

Analytic learners

want to develop

intellectually while learning

draw on facts while

learning

are patient

and reflective

want to know " important

things" and to add to the

world's knowledge

Teach students the facts

Common sense learners

want to find solutions

value things if they are useful

are kinesthetic

are practical and straightforward

... want to make things happen

Use problem-solving

activities

Dynamic learners

look for hidden

possibilities

judge things by

gut reactions

synthesize information

from different sources

are enthusiasti

c and adventurou

s

•Ask students about their feelings•Use a variety of challenging activities

Implications on Lesson Planning

• Who decide on what gets into the curriculum of our seminaries/Bible Schools?

• Do students have an input on the curriculum?• Should the lesson plan (esp. objectives) be teacher-

based or student-based? Examples:(a) To present a survey of OT biblical theology. (b) That the students will be able to appreciate key theological themes through the books of the OT.

Implications on Lesson Planning

• How to make our lesson plans contextually relevant? As Asian, as Myanmar, Filipino, Thai, Indonesian, Malaysian…

• Do our contents and methods address the different learning styles? The cognitive, affective, behavioral aspects of learning? Do they promote critical thinking?

• How can our teaching/learning be more interdisciplinary?

4MAT &

Assessment

4MAT offers teachers and trainers a guide for assessing learner growth through the course of a lesson.

Classroom Assessment Techniques• Background Knowledge Probe• One Minute Paper• Muddiest Point• One-Sentence Summary• Complete the sentence: “Used to think that… but

now I think…”• Identification with an object: Before a class or

experience: “Think, write, draw an object that you can identify with the most at this moment.” After the class or experience: “Share what has become of that object…”

Classroom Assessment Techniques• to measure comprehension: e.g. What did you learn about

Feminist Theology?• to measure analysis: e.g. Compare (contrast) Asian FT with

other FTs…• to measure application: e.g. Apply the Asian FT spiral work

in your own context… Or, describe or draw one real-world application of what you just learned… Or, paraphrase (translate) the most important learning you had today – in lay language for a particular group of people.

• to measure change: e.g. Share something you are interested in doing to promote Asian feminist theologizing. Or… Share your difficulty in doing AFT.

What to do with the CAT Feedback

• Review responses and note useful comments. During the next class periods emphasize the issues illuminated by students' comments.

• Quickly read through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class.

• Tally students’ answers/feedback/suggestions; use good ones as prompts for discussion; revise exam questions for the next exam…

Assessment through Tests and Exams

• that encourage more than guess work • take-home exam• group exam• open book exam• encourage student-generated exams – let

students write questions that they feel could be asked in an exam

Models of Teaching – Four Families

Information Processing FamilyPersonal (Development) FamilySocial (Interaction) FamilyBehavioral Systems Family

Source: Bruce Joyce, Marsha Weils & E Calhoun (Models of Teaching 2003). With added examples of activities from Theological Education.

Information Processing Family

• Focus: intellectual or cognitive development, i.e. sharpening of mental processing skills.

• Inquiry Training/Inductive Thinking – focus on concept formation, interpretation of data, and formation of principles and theories

• Concept Attainment – focus on categorizing, concept formation, and concept attainment

• Activities: lecture, word study, debate, research

Personal Family

• Focus: development of self-concept and self-esteem; positive self-direction and independence; creativity and curiosity; development of affect and emotions.

• Facilitative teaching – student-centered; non-directive teaching

• Increasing Personal Awareness – concepts of self and fulfillment of individual potential

• Activities: journal writing, creative expressions, individual reflections

Social (Interaction) Family

• Focus: developing of concepts and skills needed to work in groups. Cooperative learning has demonstrated an ability to impact standard achievement measures as well as group interaction.

• Partnership in learning; cooperative learning – focus on working in groups

• Activities: group discussion, group projects, role play (development of social behavior and values)

Behavioral Systems Family

• Focus: observable skills and behaviors. • Direct instruction – highly structured, teacher-

directed; maximization of student learning time • Non-direct instruction – letting students think of

ways to apply something to real life situations… • Activities: simulation; problem-solving; role play –

e.g. suggesting an ending of a story/event

Source: http://www.timeanalyzer.com/lib/4mat.htm