Week+5+-+Jessica+Hossack

Week 5 - Models of Teaching and Learning - 22/4/09

When examining models for teaching and learning, it is important to appreciate that effective teachers use many teaching strategies. This is because no one strategy will be successful and appropriate for all situations. For this reason it is important that teachers be aware of, and use, an assortment of teaching strategies.

A number of belief systems underpin the role of teaching in the learning process. These include the beliefs of:

1. Teaching as being an expert of content 2. Teaching as a performance aimed at making learning happen 3. Teaching as facilitation of learning 4. Relationship building as a vehicle for learning

It is also important to consider what types of models exist for teaching and learning. These include top-down models, which involve teacher-delivered direct instruction; Social models, in which learning is student-teacher negotiated; and bottom-up models, which are student centred. Any model or approach used by teachers needs to consider the way children learn. For the most effective learning, teachers should expose students to a large variety of learning experiences.

When considering the way in which students learn, the concept of multiple intelligences is important. As developed by Dr. Howard Gardner, the theory of multiple intelligences (MI) presumes that people maintain a variety of intelligences, as listed below.

· Linguistic · Logical-mathematical · Musical · Bodily-kinaesthetic · Interpersonal · Intrapersonal · Spatial · Naturalist

The theory of MI has implications in education because traditional teaching tends to focus on linguistic and logical-mathematical intelligence. This suggests that many elements of intelligence are being somewhat neglected in education, and that the gifts of students in these areas of intelligence are generally not attended to in the traditional schooling environment.

A way of attending to this neglect of intelligences in education is the concept of education from eight different pathways. This suggests that learning can appeal to each of the eight intelligences in order to promote effective teaching to an entire range of students. Intelligences can be appealed to in a variety of ways, for example self reflection can promote the use of intrapersonal intelligence, and spatial intelligence can be used in examining pictures.

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In addition to Dr. Howard Gardner’s theory of MI, Robert Marzano introduced a framework for a model of classroom instruction. This model involves the interaction of five dimensions, including;

· Positive attitudes and perceptions about learning · Thinking involved in acquiring and integrating knowledge · Thinking involved in extending and refining knowledge · Thinking involved in using knowledge meaningfully · Productive habits of mind

(Marzano, 2006)

The Department of Education and Early Childhood Development (DEECD) also examines models for teaching and learning. It describes the early years of education as prep to year 4, in which foundations for future learning are developed.

Middle years, years 5 to 8, focuses on the progression of prior learning to build breadth and depth of knowledge. (http://vels.vcaa.vic.edu.au/stages/)

An important contribution to how we consider teaching and learning is Bloom’s taxonomy. This model ensures that curriculum planning considers six levels of cognitive development, including remembering, understanding, applying, analysing, evaluating, and creating (in order form first form of cognition reached through learning, to most developed form of cognition).

Based on a constructivist approach to learning, an instructional model includes ‘the 5 E’s of learning’. The ‘E’s’ include engage, explore, explain, elaborate, and evaluate. In their entirety, these contribute to all aspects of learning, and will promote effective learning.

The concept of Socratic Circles was introduced, which is a form of co-operative learning which can be used to promote the sharing of learning between students. A whole-approach begins, in which the aspects of a class brainstorm that are relevant to the discussion are recorded by the teacher. Students individually, in pairs, or in small groups, work to create points of view, questions, and evidence about an aspect of the discussion.

The class then forms an inner and outer circle facing one another (in which students who worked together in the last stage will be in the same circle). The students in the inner circle will discuss what they learnt with the student sitting across from them in the outer circle, who in turn gives constructive feedback. The circles switch roles, and more knowledge is shared between students.

Socratic circles are an effective way for students to explore their own knowledge and learning, while sharing with others in order to facilitate a greater rate of learning.

Whilst the lecture, workshop, and resources involved with this week’s learning, are vast, the central themes are clear. In order to promote effective learning, teachers must have a strong knowledge of many models for teaching and learning. This knowledge should be implemented in teaching strategies in order to reach a variety of students about all areas of learning.

Jessica Hossack