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TEACHING APPROACHES Educators: This is a 10-slide presentation with information about teaching and learning, so you can revisit key concepts. (Created by Rita Zuba Prokopetz / G&R Languages – December, 2013)
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Teaching Approaches
Prepared by RZP for RRCWinter, 2014CAE - CI
Deductive
Inductive
“Sticky teaching”
“Noticing”
Works cited are courtesy of: Dr. Olenka Bilash, Dr. Richard M. Felder, Dr. John Biggs and others.
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Teaching Approaches
Teacher-centered• Introduce• Explain• Practice
Student-centered• View examples• Identify rules• Give examples• Practice
Deductive
Inductive
Source: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductive.html Courtesy of Dr. Olenka Bilash (email from December 29, 2013)
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Instructional Approaches
InductiveDeductive
Advantages to both approachesRole of teacher differs
From rulesTo examples
From examplesTo rules
Evid
ence
of
le
arni
ng
In language learning (SlideShares): http://www.slideshare.net/RitaProkopetz/presentations
‘Notice’ how concept is to be applied / Email instructor to show how
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Instructional Approaches
StudentTeacher
Give prompt responsesto learners’ questions,concerns, remarks Be cognizant of one’s
learning process and preferences
Photos courtesy of RZP. Images courtesy of:https://www.google.ca/search?q=learning+styles
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“Noticing” / “Sticky Teaching”
Short-term
memory
Long-term
memory
Source: http://en.wikipedia.org/wiki/Made_to_Stick
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“Sticky teaching”
Short-term
memory
Long-term
memory
Receptive Productive
Source: http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf
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Choice of Methods
Deductive
Inductive
Identify learning outcomes and class composition before choosing or use both
• Faster to teach large number of facts• Easier to teach concrete concepts• Draws on prior learning experiences• Learning experience must be structured
• Engagement of learner / content• Students need to understand more• Students need to remember more• Self-directed learning experience
“i” before “e” except after “c”
RetrieveBelievePriestChiefReceiveConceivePerceive
Both methods are effective
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Constructivism
Piaget – cognitive constructivism
Vygotsky – social constructivism
Meaning is constructed and co-constructed
“An individual’s reactions to experiences lead to (or fail to lead to) learning”
“An individual’s interaction with others has a significant role in the construction of meaning from experience”
“Individuals actively construct and reconstruct their own reality in aneffort to make sense of their experience” (p.4)
Source: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/InductiveTeaching.pdfCourtesy of Dr. Richard M. Felder (email from December 29, 2013 re: Learning Styles Inventory)
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Constructive Alignment
Outcome: explain key concepts and methods*
Task-based learning: create an artifact to demonstrate understanding of key concepts
“Constructivism used as a framework to guide decision-making in all stages of instructional design”
“Constructive alignment is an example of outcomes-based education (OBE) with focus on improving teaching and learning.”
Source: http://www.johnbiggs.com.au/academic/constructive-alignment/ Courtesy of Dr. John Biggs (email from December 30, 2013)
Assessment: write a blog entry to explaindiagram and reflect on the learning process
Start with outcomes. Align teaching and assessment to these outcomes
Course Implementation module one*
10
Teaching Approaches
Prepared by RZP for RRCWinter, 2014CAE - CI
Deductive
Inductive
“Sticky teaching”
“Noticing”
Reference: http://en.wikipedia.org/wiki/Made_to_Stickhttp://en.wikipedia.org/wiki/Noticing_hypothesishttp://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductive.htmlhttp://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/InductiveTeaching.pdf http://www.jstor.org/discover/10.2307/3448076?uid=3739408&uid=2&uid=3737720&uid=4&sid=21103271102983