topic 1.teaching learning

7/25/2019 Topic 1.Teaching Learning

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TEACHING AND LEARNING

1

Models and Strategies OfTeaching

Topic TEACHING AND

LEARNING


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STRUCTURE


1.1 Defining curricula, teaching and learning1.2 Teacher-centred and student-centred instruction1.3 Inductive and deductive approaches to learning1.4 Direct and indirect approaches to teaching1.5 Overview of odels of teaching and learning

1.5.1 !ocial learning odels1.5.2 Inforation-processing odels1.5.3 "ehaviourist odels

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TOPIC1Defning Curricula, Teaching and Le


LEARNING OUTCOMES

!pon co"pletion of this topic# $o% sho%ld &e a&le to'

1. Defne curricula2. Describe abou eaching and learning!. Caegorise eacher cenric and suden

cenric insrucions". Illusrae induci#e and deduci#e a$$roach

o learning%. Su&&arise Direc and Indirec a$$roaches o

eaching'. Caegorise di(eren &odels o) eaching and

learning

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1.0 I*TRODUCTIO*

The development of human being is a combination of his being, the knowledge and

skills acquired. This development has two major aspects, namely personal development

and professional development. Personal development occurs with right or wrong

experiences a person goes through, whereas professional development occurs when

knowledge or skill is imparted with a particular guideline by an expert.

Teaching and learning are at the base of academic and professional development. It is

through systematic instruction that one can get the best out of teaching and learning.

In this topic, we are going to talk about teaching and learning methods elaborately, and

discuss their definitions. As simple as it sounds, teaching, learning and curricula are at

the center stage of all types of developments a human being goes through.

A brief outline of the knowledge to be transferred or gained through the process ofteaching and learning is described as Curriculum.

Curriculum, teaching, and learning are intricately related to each other through a

common thread of knowledge sharing.

For effective teaching and learning experience, one needs to have a deep understanding

of different engagement methods to be used by a teacher. This will not only enable the

teacher with appropriate tools and techniques but also would help students to have a

streamlined and more objective learning experience.

By all means, learning is the base of human existence. The basic methods of teaching

and learning need to be deduced according to the psychology of humans. That would

prove beneficial and provide sustainable effort towards making teaching a better

learning experience.

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Teaching

Learning

1.1

Defining C%rric%la# Teaching and

LearningLet us first understand the relationship of curricula, teaching and learning.

Teaching and Learning achieve balance through the appropriate curriculum.

Teaching should be collaborative, active & articulate whereas learning should be

without any bias. The curriculum is the key to achieving unbiased learning through

different teaching methods. The essence of teaching methods lies in understanding

the learning approach of students. Teachers should adopt innovative methods to

engage students instead of merely giving a lecture.

These innovative methods include engaging students in role play, case studies,

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Figure1.1

Curriculu


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simulations or debates. Students can also be involved in various games related to

the curriculum. This fosters the teachers relationship with a learner and the trust

developed helps both of them to take this journey of learning, forward together.

The curriculum has to be designed in such a way that it creates a balance between

teaching and learning. It should create opportunities for the teacher to teach every

aspect innovatively. It should serve as a guide to students who should be able to

look into it as a reckoner for the examinations and otherwise.

1.1.1 Curricula

Introduction

The curriculum is the center stage of any education system. However, it is not

concretely defined anywhere. The word Curriculum originates from currere that

is a Latin word for a track, on which the Roman chariots used to race. So, thinking

about the origin of the word it is apparent that curriculum is meant as a baselinefor academics.

Definition of Curriculum

As per international dictionary, the curriculum is the subjects comprising a course

of study in an educational institution or by a department. The Oxford English

Dictionary states that curriculum is the subjectsthat are taught in a course of study

in high schools and universities. It is interesting to notice that there is no single

clear definition for curriculum, and it means different to various institutions and

people. There is also a possibility of relating curriculum to the syllabus, and many

people feel that curriculum and syllabus is one and the same thing. Some people

have a different opinion about the curriculum and say that it is more about the

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teaching and learning experience that a student should get, through his academics

in school.

Though there is no definition of Curriculum, time and again people have tried to

elucidate it as per their understanding. Let us review some of the definitions that

were deduced since early 20thto late 21stcentury.

Father of Curriculum

Franklin Bobbit

Mr. Franklin Bobbit, who is known as the Father of Curriculum, wrote a book

called The Curriculum in the year 1918 and since then, many other practitioners

have tried to define curriculum.

Tanner

In the 1980s, Mr. Tanner had defined curriculum, keeping learning experiences and

intended outcomes as a vision. He says that these experiences and outcomes are

formulated through reconstruction of knowledge systematically under the

guidance of school or institution. The aim of developing such an elaborate and

well-thought guideline is the continuous and willful growth in the personal and

social competence of students.

Pratt

Pratt (1980) has defined curriculum as a document that describes planned goals,

objectives, learning activities, content along with appropriate evaluation

procedures.

Schubert

Schubert (1987) connects the definition of curriculum to societal reforms. He says

curriculum has contents of subjects, tasks to be accomplished, planned activities

that lead to an understanding of concepts. It also should have learning outcomes

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H.C. Morrisonsays that teaching is the most intimate contact between a matured and less

matured personality that is specifically designed to enhance the understanding and

knowledge of the latter.

Edmund Amidondefines teaching as an interactive process that involves classroom talk

between pupils and teachers during a certain activity that is defined as education.

B.O. Smithsays that teaching is a system in which an agent is involved in a situation

that has two factors. On one set of factors, the agent has no control and the other ones

he can modify. The factors on which the agent has no control are class size, physical

characteristic of the pupil, and the classroom size and the factors that he can modify

are by the way of asking questions.

T.F Greens have defined it in a different way. He says that teaching is the task of a

teacher that is to be performed for the development of the child.

Farrant says teaching is a process that helps and facilitates learning.

Wells.G (1982) defines teaching as a group of activities that are only popular with

teachers such as explanation, questioning, keeping a record of works, maintaining

records of students progress, and so on.

Learning, on the other hand, is an activity that involves much reception and grasping.

Every human being, animals, and even some machines possess the ability of learning.

Learning curve is a progress of the process of learning measured over some time so

instead of looking at it as a bunch of factual aspects we can say that learning is a

continuous process.

Education, Personal and professional development, training are some of the ways

through which human being learns. Learning can often be goal oriented, or it may also

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be a product of motivation. Learning has an enormous psychological aspect to it, and it

is often said that it is goal oriented.

One can learn consciously and also without conscious effort. Human being starts

learning as early as in the stage of a fetus. It is said that by the 32 weeks in the gestation

stage, the central nervous system is well developed.

Teaching and learning are the processes that happen in parallel with each other for the

benefit of the student.

1.2TEACHER-CENTERED AND LEARNER-CENTERED

INSTRUCTION

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Figure


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Teacher Centered InstructionsTransfer of knowledge

Coverage of content

Giving Knowledge

Student Centered

Understanding of concepts

Students as questioners and problem solvers

Searching for knowledge and thinking forthemselves

To change the mindset of educationists from formulating the teacher-centric

instructions to student-centric instruction the whole system needs to undergo a

paradigm shift.

As described above, the teacher-centered instructions are covering the content, transfer

of knowledge and giving knowledge to the students. The student-centered instructions

are about understanding concepts where students act as questioners and problem

solver themselves. Student-centered instructions facilitate the students to think and

research on their own.

The difference between teacher- centric and learner-centric instruction

Teacher-centric and learner-centric are the two types of instructions that are used as a

medium of teaching.

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There is a fundamental difference between both of them. One is entirely teacher

specific, such as, the choice of topics, evaluation, and so on, which happens to be from

the perspective of a teacher. It also helps the teacher with her halo power to monitor

and control the class. This can also be called as an autocratic type of instruction where

teacher stick to certain rules and regulations while instructing the students. This kind

of instruction is prevalent since ages, and it is in the late nineteenth century that people

became more serious about the consequence of autocracy in the educational

environment. Here are some of the major differences between teacher-centric and

learner-centric instructions.

Teacher-centered instructions are instructor specific whereas learner-centered

instructions are student and teacher specific. In teacher-centric environment teachers

talk, and students listen. In learner-centered environment instructor and students

interact with one another.

The teacher-centered environment requires the students to work alone whereas in the

learner-centered environment student work in groups or pairs fostering their

relationship with each other. This also helps them to learn from the fellow group of

pupils.

The class in teachers centered environment should be monitored by the instructor. The

teacher or the instructor monitors and corrects every student possibly whereas in

learner-centered instruction, learning is like a group discussion that is facilitated by the

instructor and given feedbacks whenever and wherever necessary.

In case questions arise, they are answered by the teachers in the teacher-centered

environment. In the learner-centric environment students talk continuously without

any

monitoring; they use the guidelines and information provided by the teacher/students.

The choice of topic lies with the teacher or instructor in the teacher centered

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environment. The students prefer to choose the topic to be taught in a learner-centered

environment.

The main difference between the teacher-centric and learner-centric class is that the

former has no noise in the class whereas the latter method would have a class that is

noisy to the core and would facilitate the exchange of thoughts between students.

The important part of learning is an evaluation. In the teacher-centric environment, this

assessment is done by the instructor or the teacher. In a student-centric learning

environment, the evaluation is done by students themselves along with the teacher.

DID YOU KNOW

Student centred learning is not a new idea, in the

20thcentury, the educationists such as John Dewy

have pitched in for a highly active and individualmethods which places students at the center of the

teaching and learning process.

ACTIVITY

Identify the difference between student-centric

and teacher-centric instructions.

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Inductive

Generalization

Specific Examples or Activities

Deductive

Specific Examples or Activities

Generalization

1.3 Inductive and Deductive Approach to learning

Inductive and Deductive Approaches to learning are two diagonally opposite

approaches to learning. These approaches offer different advantages individually, but

the major difference can be seen in the pattern of teaching and the role that the

teacher plays as an instructor.

The innate learning ability of a student and its usage in learning the subject is called as

inductive learning. A good example can be learning a language. A child learns the

language with his/her ability, seeing the other people talk. This is the inductive

method of learning. The deductive method would be teaching grammar of a particular

language that brings in technicality into a simple flow of learning.

The inductive process involves learning by example. Here a complete system should try

and impart a set of general rules that are created from the observed instances. So the

model works on classifying a particular input as per the real world observations. Thiswork of introducing a class and constructing the concept around it is called induction

or Concept Learning.

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Figure 1.3 Inductie and !eductie "##r$ach t$ learning

DID YOU KNOW

In Deductive Approach:

Teacher gives the student a new concept, explains it and

then asks students to practice the concepts that were

taught.

In Inductive Approach:

Students explore by themselves through examples. So, the

teachers facilitate the understanding through valid andrelevant examples.

1.4 Direct and Indirect Learning

Teachers work with direct samples of students work like reports, demonstrations,

exams and performance in direct learning. The important aspect of direct learning

is that the teachers collect a sample of the activity that the students are capable of doing.

This is the best way to know the capacity of a student. However, every aspect of

education, such as behavior, feelings, attitude cannot be measured through direct learning.

The indirect method is more based on the intuition of a student that looks applicable to

Todays scenario.

Students should be gauged based on particular learning goals set for them. Here comes

a small paradigm shift wherein the mindset of the student is changed from acquiring marks

to gaining knowledge. Demonstration of the knowledge gained can happen through

self- report or a cognitive assessment that is performed by the faculty.

The drawback of indirect learning is that these reports may

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-Aimed at masteringknowledge and skills

- Passive Learning

- Transmission ofinformation from teacher

- Structured

- Aimed at generatinglearning experience

- Centered at the learner

- Students generateinformation facilitated bythe teacher

- Flexible

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Not accurately represent the degree at which student has learned about a particular aspect.

The implicit qualities such as feelings, attitude and perceptions can be gauged

through indirect method of learning.

This is a trial and error method as one has to include many assumptions for

the perceptions to be true in real time environment.

Figure 1.4 shows the difference between Direct and Indirect Learning.

TIPS

1.2.

Direct approach is a passive learning effortIndirect approach is centered on the learner

1.5 Different models of Teaching and Learning

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There are various models of teaching and learning; here let us look at them briefly.

The autonomous learner model

It is deduced by Professor George Betts and Jolene Kercher to encourage learning that is

self-directed, especially in exceptionally talented people. The goal of this model is to

create independent and self-motivated learners, fostering positive attitude within their

emotional and cognitive domain. The model was thought to help the students move

towards the role of learners than mere people who listen to the teachers. This special

learning procedure is controlled and facilitated by the teacher. This approach can be

used inside a classroom or in a small group. The five important dimensions of a model

are:

1.Orientation: Identifying the talent, group building activities

2.Individual Development: Understanding of individual needs, learning abilities, technology

to be used, career development and awareness

3.Enrichment: Helping the learners explore through courses, case studies, camps, community

services

4.Seminars: Small Focus groups working towards presentation of problematic, futuristic topics

and the topics of general interests

5. In- Depth Study: Through mentorship, Individual Projects, Self-Assessment and

assessment of others.

Osborn-Parnes Creative Problem Solving (CPS) Process

This is a flexible tool that is used to examine the real issues. Alex Osborn and Dr. Sidney

Parnes who are the developers of Brainstorming technique have identified this model

that has six stages. This model provides a structured process for identifying a problem,

gathering information, generating ideas and implementing applicable solutions. If this model

is practiced continuously, it will be helpful for students to strengthen the creative approach.

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Here is a brief flow of six steps of this model:

1. Objective Finding (Problem statement): Identifying the future direction, Challenge

2. Fact finding: Collection of data generating out of a problem, working objectively on a

problem.

3. Problem finding: Identifying the problem, and the issues that have to be solved.

4. Idea finding: The generation of ideas through brainstorming

5. Solution finding: Choosing solution that seem to be the most appropriate. Also,

developing and selecting criteria to identify an alternative solution.

6. Acceptance Finding: Creating plans as to what action to adopt.

Blooms Taxonomy

Benjamin Bloom deduced a taxonomy in 1956 which differentiated between different

cognitive levels of thinking. Though it was to foster the communication between

psychologists and educators it is found that it can also help in the area of classroom

activities and studies.

Here are the six levels of Blooms taxonomy.

Knowledge

Recognize specific information

Comprehension

Understanding information furnished

Application

Using new concepts, methods and theories in different situations.

Analysis

Breaking down the information into small parts

Synthesis

Putting the pieces of information together for creative thinking

Evaluation

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Applying standards and criteria for evaluating the value of the information

1.5.1 Social Learning Model

Social Learning modelis developed by Albert Bandura who calls learning as a cognitive

process which takes place socially and can happen through direct instruction and observation.

The theory explores different traditional theories related to behavior.

Key aspects of social learning theory are

- Learning is not behavioural it is cognitive

-

Learning occurs when someone observes a behavior and by observing

consequences of certain type of behaviour

- Learning involves extracting information from observation

- Reinforcement is a part of learning but it not everything

- Contrary to other theories, the learner is not considered as a passive learner in this

theory. Cognition, Behaviour, and Environment influence each other.

1.5.2 Information Processing Model

American experimental tradition in psychology has given rise to information processing

theory. This model is based on the concept that says that human being processes

information that his brain receives, instead of mere responding to stimuli. This particular

model relates the human brain to a computer. According to this model, the brain

includes a mechanism for bringing in the information, working memory is used for

manipulating information, and the long-term memory is to hold on to the information

that can be used in future.

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1.5.3 Behavioural Model

Through behavioural model, the students are encouraged to engage with the project-

based learning environment. This project-based learning environment is led by an

instructor or a facilitator. The desired behavior is rewarded while the undesired behavior

is punished.

The behavioral model is said to be superficial as the focus is entirely on the behaviour,

and it does not go deeper at the level of understanding the internal learning process that

leads to behavioral changes and also it does not take into account, emotions that are

involved in the process of learning.

CHECK YOUR PROGRESS

Illustrate all the three teaching & learningmodels in this book

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SUMMARY

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- Teaching and Learning achieves balance through appropriate

curriculum.

- Teaching should be collaborative, active & articulate. Whereas learning

should be without any bias. Curriculum is the key for achieving unbiased

learning through different teaching methods.

- Teaching happens when ideas or principles are taught by an authority

- Learning is the acquisition of knowledge or skills through study,

experience or being taught.

- The teacher centered instructions are about covering the content,

transfer of knowledge and giving knowledge to the students.- The student centered instructions are about understanding

concepts where students act as questioners and problem solver

themselves. Student centered instructions facilitate the students to

think and research on their own.

- Inductive and Deductive Approaches to learning are two

diagonally opposite approaches to learning. These approaches

offer different advantages individually but the major difference

can be seen in the pattern of teaching and the role which teacher

plays as an instructor.

- Direct learning is structured whereas indirect learning is

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KEY TERMS

EXERCISES

SHORT ANSWER QUESTIONS

1. Define curriculum.

2. Distinguish between inductive and deductive learning.

3. List out the six elements of Blooms taxonomy.

LONG ANSWER QUESTIONS

1. Explain how direct and indirect measures of teaching and learning are different.

2. State different definitions of teaching and learning.

3. Explain in detail about Student Centered and Teacher Centric teaching and learning

% Curriculum

% Learning

% Teaching

% Direct and Indirect teaching & learning

% Inductive and Deductive teaching & learning

% Blooms Taxonomy

% Teaching and Learning models

topic 1.teaching learning

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