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Teaching and Learning
• If you don’t know anything about learning…
• You don’t know anything about teaching!
• Telling is not TEACHING
• Listening is not LEARNING!
Learning Principles
• Consider steps in the learning process
--how do students learn? • Plan instructional events
--to facilitate the learning process
• Use learning principles to design course
Steps in the Learning Process
•Reception •Expectancy•Retrieval to working memory•Selective perception•Semantic encoding--entry into LTM•Responding•Reinforcement•Retrieval•Generalization
Learning Interference
•Proactive interference --Each item you learn can interfere with the next item(s) to be
learned • Retroactive interference --Each item you learn can interfere with what you know or have just learned
Information Overload
•Avoid "information overload" --lengthy lectures promote interference
•In any instructional period we remember more of what comes
-- at the beginning (primacy) and -- at the ending (recency)•We remember least well material taught
-- at or just past the middle position
Curriculum Design
• Analyze and break down course content into --instructional goals (units of study)--skills/knowledge/attitudes--steps and sub-steps to achieve unit
goals• Develop performance objectives• Chunk and sequence objectives into
lessons• Develop course outline: units and lesson plans
• Design course of study and lessons carefully
--chunk and sequence objectives --build meaning to enhance learning
• Avoid learning interference by planning
--more “chunks” --more “beginnings and endings.”
Curriculum Design
Curriculum Design
• Guide students through levels of thinking• Use Bloom’s taxonomy-- cognitive
knowledge a.) basic knowledge b.) comprehension c.) application d.) analysis e.) synthesisf.) evaluation
Curriculum Design
• Guide student learning in logical sequences
• Use Gagne’s schema for cognitive knowledge
a) Intellectual skills--discriminations, concepts (concrete, abstract), rules
b) Cognitive strategies --techniques of thinking, ways of analyzing and problem solving
c) Verbal Information (basic knowledge)
Instructional Events
• Gain/maintain attention; motivate learners• Inform learners of the learning objectives• Stimulate recall of prior learning• Present educational material to be learned• Provide learning guidance• Provide performance feedback• Assess performance (evaluation)• Enhance retention and transfer of material
Curriculum Alignment
Align...• Performance objectives --teaching/learning content • Teaching /learning activities --instruction, assignments, exercises• Evaluation strategies --tests, quizzes, lab exercises, etc.
Lesson Introduction
• What will students learn?--inform students of learning
objectives• Why is it important?
--provide student moivation• How will they learn?
--tell students how you will proceed and
what is expected of them
Lesson Development
• Present new information with --visual, verbal illustrations,
analogies--frames of reference, and
examples• Provide learner-centered/learner active
application activities--application and writing exercises--discussion groups, Q & A
• Provide student feedback on practice
Lesson Summary
• Review lesson objectives--draw conclusions--develop generalizations
• Involve students interactively in reviewing
--where you were, where you are and
where you’re going next• Listen to student feedback
--how well did they understand
Teaching Tips
• Use a variety of media and methods• Give concrete examples when
explaining theory• Form bridges between lessons to
--build and reinforce previous ones--set the stage for subsequent ones
Teaching tips
• Focus on--how your students are going to learn rather than on what you are going to
teach• For each instructional period,
--design learner-centered/learner active learning activities
--provide learner guidance to enable -- semantic encoding and
--entry into long term memory
Evaluation
• Use quizzes, tests, application exercises--to assess student learning--to identify material to re-teach
• Design valid and reliable assessment strategies to
--evaluate student achievement of course objectives