Transcript 02 Teaching Methods 2012

Teaching Methods
Lecturer:
Dr. Elisabeth Stern
emPower: Course 2012
Objectives for the Week
 The students know how to
 conceptualize,
 prepare and
 present a teaching unit of 15 minutes.
 The students know how to give structured
feedback about the presentations of their
colleagues.
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Weekly Programme
 See separate hand-out.
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Education for the 21st century
„Learning: The treasure within...”
from the Report to UNESCO of the International
Commission on Education for the 21st century.
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La Fontaine‘s fable and Education
For the title of its report, the Unesco Commission
turned to one of La Fontaine‘s fables: The
Ploughman and His Children
Be sure (the ploughman said), not to sell the
inheritance our forebears left us: A treasure lies
concealed therein
Unesco changed it into:
But the old man was wise
to show them, before he died,
that learning is the treasure
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Education: The Necessary Utopia
 Education has a fundamental role to play in
personal and social development.
 In confronting the many challenges that the future
holds in store, humankind sees in education an
indispensable asset in its attempt to attain the
ideals of peace, freedom and social justice.
(Unesco)
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... Education....
 .. In the hope for a world that is a better place
to live in, where people will have learned to
respect the rights of women and men, to show
mutual understanding, and to use advances in
knowledge to foster human development.
(Unesco)
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... Education...
 Education is also an expression of affection
for childen whom we need to welcome into
society, offering them the place that is
theirs by right.
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The 4 Pillars of Education by Unesco
 learning to gain knowledge (learning to
know)
 learning to act (learning to do)
 learning for life (learning to be)
 learning to live together (peace
education)
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Peer Teaching/ «Puzzle»
 Read your part of the handed-out text
 Present it to your peer group (4 persons per
group) as if they knew nothing about the 4
Pillars of Education by UNESCO.
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Planning Elements for Teaching
 clarify the conditions of teaching and
learning
 set objectives/aims/goals
 select the content of teaching
 guide the learning process
 determine the teaching methods
 check on the learning success
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Clarifying the Conditions of
Teaching and Learning
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Clarifying Conditions ….
 Teachers must take into account the general
conditions under which the teaching will take place.
 Teachers need a sufficiently clear idea about the
characteristics and learning conditions both in the
class as a whole and among individual pupils.
 Teachers will select objectives and topics based on
their knowledge of the characteristics of individual
children and the whole class
 Teachers must clarify their teaching skills
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General Conditions
 How do the teachers account for the time of the
day or year, and the disposable teaching time
 How has the classroom been designed?
 How is the school equipped: quantity and variety of
rooms, available media, materials etc.
 Which framework is provided in terms of school
culture (projects, team work, co-operation with
parents).
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Characteristics of the group or class
 How do the teachers want to, or how must they
lead the class (communication, social behavior,
disturbed relationships etc.)
 What is the class atmosphere like? (group
dynamics, ties of friendship, outsiders etc.)
 Which conventions are to be adhered to?
(language, duties, rules of social interaction,
rituals, special occasions etc.)
 The size of the class and its structure (gender,
multicultural variety etc.)
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Characteristics of the pupils as individuals
Teachers should know:
 about the pupils as individuals
 what pupils must command to be able to tackle
their new task
 the information, skills and experience the
pupils have already acquired
 what is new for the pupils, what is repetition,
what is essential and what is supplementary
 the experience the pupils have with different
teaching methods and forms of social
interaction
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Characteristics of the pupils as individuals
 Positive or negative attitudes, habits, prejudices or
convictions which the teacher may expect to
encounter
 Means to overcome pupils’ learning difficulties,
learning barriers and resistance against learning
 To adequately consider the children’s willingness
to learn, their state of feelings, their
responsiveness, their learning needs, their
expectations, interests, their free time activities,
and their living conditions
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Characteristics of the Teacher
 General experiences, skills and knowledge
 To which extent the knowledge is incomplete
(contents and subject- matter, objectives, suitable
teaching methods and the process of learning)
 The concept of human nature which serves as a
general guideline
 The theoretical framework or the simplified version
of a theory, which guides the work as a teacher
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Characteristics of the Teacher
 How would the teachers describe and classify their
relationship to the pupils?
 Where are the personal limits, and how do teachers
make use of their personal working capacity?
 How to reduce the workload by better planning and
better time management?
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Discipline and Order from
a Democratic Point of View
 Children should participate in setting up and enforcing
rules. Only in this way is it possible for them to identify
with the rules.
 A classroom community cannot function without
mutual trust and respect. (In some cases it may prove
difficult to create such an atmosphere.) A friendly
classroom atmosphere is of vital importance.
 Team spirit must replace competition in the classroom.
 Pupils must be encouraged to explore something new
and to learn from mistakes.
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Discipline and Order
from a Democratic Point of View
 The social skills of the teacher have an essential
contribution to make to democratic leadership,
developing a feeling of belonging to the group, building
up relationships.
 Group communication is a permanent reality in
democratically led classes.
 Discipline and order will be accepted and complied with
if teachers help each pupil to express herself/himself,
and if they support the group in developing satisfying
relationships.
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A group without
order and basic rules
cannot be democratic.
(Rolf Gollob)
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Teachers’ Styles of Leadership
Autocratic
Democratic
ruler
sharp voice
order
power
pressure
demand
of compliance
leader
friendly voice
invitation, request
influence
suggestion
Winning over to
co-operation
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Teachers’ Styles of Leadership
Autocratic
Democratic
imposes tasks
criticism
Frequent punishment
“I am telling you”
“I decide, you obey”
Sole responsibility
for the group
offers ideas
encouragement
Frequent support and help
“Let’s talk it over”
“I make a proposal and help
you to decide”
Shared responsibility with and
in the group
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Summary: Clarifying Conditions….
Key Questions
 Which knowledge and skills do the pupils
already possess?
 Which knowledge and skills do I possess?
 Which external conditions must I be aware of?
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Setting Objectives
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To set the Objectives ….
 Which objectives do I want to achieve?
 How do I justify the selection of these objectives?
 How do I prioritize the objectives? (primary and
secondary objectives?
Follow-up Questions:
 Did I formulate the objectives clearly enough?
 Did I consider the interests, needs, mental and
emotional capacities of the students/pupils (etc.
see input by Marija) while formulating the
objectives?
 (Source: Dr. Rolf Gollob, Teacher‘s College Zurich)
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To set the Objectives...
Questions:
 Should the main objectives be on the level
of cognitive competence, self- or social
competence?
 When do I have to switch from one to the
other?
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Cognitive Competence
Cognitive dimension of learning:
 Comprehension of subject matter
 Analysis, evaluation, control and application of
information
 Understanding the subject matter as one coherent
whole
 Critical review and revision of information
 Developing skills of learning and problem-solving
 Learning how to learn
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Self-Competence
personal dimension of learning: developing personal
identity
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Self-Acceptance
Self-Confidence
Trust in one‘s abilities
Feeling of Belonging
Level of Happiness
To be able to express
feelings, to reflect
 Creativity
 Tolerance to frustrations
 To know one‘s effect on
others
 To be able to take
personal decisions
 Self-discipline
 Intelligence
 Self-Motivation
 etc.
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Social Competence/social objectives
 Ability to communicate
 Ability to make contact and get into
relationship
 Social sensibility
 Solidarity
 Tolerance
 Cooperation
 Ability to deal with criticism
 Ability to solve conflicts
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Set objectives clearly!
 Example: The students are able to distinguish
correctly between observation and intepretation.
 Example: The students can explain the
monochronic versus the polychronic time concept.
 Example: After explaining ‚discrimination‘, the
students (or pupils) are able to write an individual
text in which they correctly analyse and interpret a
personal experience of discrimination.
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Summary: Setting Objectives…
Key Questions:
 Which objectives do I wish to achieve?
 Which reasons do I give for the selection of
these objectives?
 Which priority do I give to my objectives
(primary and secondary objectives)?
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Selecting the Content of Teaching
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To select the Content of Teaching
 Which content do I want to select?
 How do I justify the chosen content?
 Content analysis: how is the content structured?
Control questions:
 do I have enough knowledge about the topic that I
can make a good selection?
 What is of interest to the students?
 Does the content suit both girls and boys? Etc.
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The Content of Teaching (subject-matter)
 With which content can I achieve which
objectives?
OR, vice versa:
 Which objectives do I want to meet with which
content?
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Entrance via Ojectives or via Content
Entrance via Objectives
Entrance via Content
1) set objectives
2) match content to
objectives
1) set teaching content
2) match objectives to
content
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Further Control questions
 What is the larger context into which the chosen
content falls? (e.g. historically, geographically,
psychologically, culturally, politically etc.?)
 How are the connections of the parts to the whole
picture?
 How can I present the parts simply and clearly
without becoming simplistic?
 What is particularly difficult for the students?
 Is this content a necessary stepping stone to future
topics?
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Summary: Selecting Content….
Key Questions
 Which topic have I chosen?
 What are the reasons for my choice?
 What is the structure of my topic?
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Guiding a Learning Process and
Defining Forms of Teaching
 .
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Phases of Learning Process
Absorption
watching, smelling, touching,
tasting, hearing, feeling,
perceiving, experiencing
Processing/Storing
Transfer
exploring, understanding,
comprehending, memorizing,
repeating
application, testing, handling
new tasks, confidence, action
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How most pupils around the world
are learning/are being taught
 by being verbally taught (lecture, story-telling etc.),
 by observation (watching etc.),
 by thinking (by mental experimenting, by “creating” new
insights),
 by experiment, trial and error,
 by discussion and debate,
 by producing a written documentation (report, learner’s
diary etc.)
 by action, i.e. by being active, by doing something (with their
hands), by producing or forming something etc.
 by instruction, assistance and co-operation (in a masterapprentice setting)
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Forms of Teaching
 Which form of teaching will best support the
intended process of learning?
 Teaching by Presentation
 Guided exploratory learning
 Open learning
 Individual teaching
 Learning in projects
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Summary: Guiding Learning Provesses
– Defining Forms of Teaching…
Key questions
 Which learning processes will allow the pupils
to achieve the objectives?
 How can I enable the pupils to fully absorb,
understand (process) and remember (store)
the new information?
 Does the form of learning encourage the
pupils to apply their newly acquired
knowledge and skills to new tasks?
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Assessing the learning
and teaching results
 Formative assessment serves to improve, control and
check on a pupil’s learning process, or the pupil’s and
teacher’s behaviour in relation to the objectives that are to
be fulfilled.
 Summary Assessment sums up the knowledge and skills
which a pupils has acquired. Its main function is to inform
different addressees about the pupil’s level of performance.
 Prognostic Assessment: recommendations suggesting
which path the actors of the education process believe to
offer the ideal continuation of an individual pupil’s process of
development and learning.
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Measures and instruments for
assessing the learning success
related
 to the social group as a whole
 to individuals
 to the learning objectives which have been
defined.
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Individual check list in learning process
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What have I learned?
Have I actually made progress?
Have I really understood what I have learned?
Am I able to apply my newly acquired abilities in different
situations?
Where and when can I make use of what I have learned?
Am I personally satisfied with what I have succeeded in?
Would I like to understand or be able to apply anything
even better?
Have I achieved my learning objective?
What must I still learn?
Will I set myself new objectives for future learning?
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Individual check list in teaching process
 How, when and with whom do I reflect on my
teaching?
 How do I let my pupils participate?
 How do I relate my pupils’ success or failure to
my teaching?
 How do I recognize my progress in teaching, and
how do I learn as a teacher?
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"In the end, good teaching lies in a
willingness to attend and care for what
happens in our students, ourselves, and
the space between us."
Laurent A. Daloz
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