WE SHOULD LEARN FOR UNDERSTANDING AS UNDERSTANDING IS TO BE FREE!!!!!

“when you read once, you get the understanding ; when you read twice, you get the second understanding. Don't just read, read!”

― Ernest Agyemang Yeboah

Teacher quality is an important factor in determining gains in student achievement, even after accounting for prior student learning and family background characteristics Predictors of teacher quality have typically included factors such as class size, certification, type of qualification, degrees earned, or years of experience. Another, less studied, indicator of teacher quality is the pedagogical knowledge of teachers. Pedagogical knowledge refers to the specialised knowledge of teachers for creating effective teaching and learning environments for all students. As it will create an enduring understanding within learners.

Teachers as Learning Specialists ;

We view teaching as a knowledge - rich profession with teachers as ‘learning specialists.’ As professionals in their field, teachers can be expected to process and evaluate new knowledge relevant for their core professional practice and to regularly update their knowledge base to improve their practice and to meet new teaching demands. By investigating the knowledge underlying effective teaching and learning, we are studying how to improve teacher quality.

Teacher quality itself is an important factor in determining gains in student achievement. In fact, the main motive for investigating teacher knowledge is to improve student outcomes. On the other hand, to improve teacher quality, it is crucial to understand what teacher professionalism involves. Thus, teacher knowledge is the key factor in teacher professionalism. In other words, the two main themes underlying the study of teacher knowledge are improving student outcomes and teacher professionalism.

How to recognise an expert teacher?

What does teacher professionalism involve?

Literature highlights many features that characterise expert teachers, which include extensive pedagogical content knowledge, better problem solving strategies, better adaptation for diverse learners, better decision making, better perception of classroom events, greater sensitivity to context, and greater respect for students. Several studies stress the importance of the knowledge teachers hold, highlighting that in addition to assimilating academic knowledge, student teachers also need to incorporate knowledge derived from experiential and practical experiences in the classroom. Research also shows that variations in ‘opportunities to learn’ in teacher preparation are related to differences in student achievement: teachers from countries that are top performers in PISA and TIMSS tend to have more opportunities to learn content, pedagogical content and general pedagogy. While teacher knowledge is certainly a component of teacher professionalism, professional competence involves more than just knowledge. Skills, attitudes, and motivational variables also contribute to the mastery of teaching and learning. Bl?meke and Delaney (2012) proposed a model that identifies cognitive abilities and effective - motivational characteristics as the two main components of teachers’ professional competence.

What do we understand by teacher knowledge?

The pedagogical ‘knowledge base’ of teachers includes all the required cognitive knowledge for creating effective teaching and learning environments. Research suggests that this knowledge can be studied. Identifying the content of this knowledge base, however, is a complex issue. Most studies use the distinction between declarative(‘knowing that’) and procedural knowledge(‘knowing how’) from cognitive psychology as a theoretical basis.

This approach is relevant as it focuses on understanding how knowledge is related to behaviour, or in other words, the quality of teaching performance. The first key study on teacher knowledge (Shulman, 1987) categorised teacher knowledge into 7 categories, among which were the concepts of :

General pedagogical knowledge (principles and strategies of classroom management and organization that are cross-curricular) and pedagogical content knowledge (the knowledge which integrates the content knowledge of a specific subject and the pedagogical knowledge for teaching that particular subject).

This latter was considered as the most fundamental element of teachers’ knowledge and has been tudied widely since. In contrast, general pedagogical knowledge has not been the object of many research studies even though several studies indicate that it is essential for developing quality teachers. Some models of general pedagogical knowledge combine pedagogical and psychological aspects, whereas others don’t make psychological aspects explicit. Psychological components account for the fact that learning occurs in a social context and learning success depends on the general cognitive and affective characteristics of individual students.

PEDOGOGICAL COMPONANT:

Knowledge of classroom management:

Maximising the quantity of instructional time, handling classroom events, teaching at a steady pace, maintaining clear direction in lesson.

Knowledge of teaching methods:

Having a command of various teaching methods, knowing when and how to apply each method.

Knowledge of classroom assessment:

Knowledge of different forms and purposes of formative and summative assessments, knowledge of how different frames of reference (e.g., social, individual, criterion-based) impact students’ motivation.

Structure:

Structuring of learning objectives and the lesson process, lesson planning and evaluation.

Adaptivity:

Dealing with heterogeneous learning groups in the classroom.

PSYCHOLOGICAL COMPONENTS:

Knowledge of learning processes:

Supporting and fostering individual learning progress by having knowledge of various cognitive and motivational learning processes (e.g. learning strategies, impact of prior knowledge, effects and quality characteristics of praise, etc.).

Knowledge of individual student characteristics:

Having knowledge of the sources of student cognitive, motivational, and emotional heterogeneity.

The Fundamentals of learning are:

(1) Making Meaning

(2) Participating and Contributing

(3) Managing Learning

The Fundamentals of Learning are the means through which learners achieve the Content Standards during their daily learning opportunities in the classroom. Because of this, they have implications for all aspects of planning and teaching, including content, learning activities and tasks, resources, language used, the role that both students and teachers take in the learning process, and the culture of the classroom. The graphic below shows the integrated nature of the Fundamentals in student learning

MAKING MEANING

Meaning making refers to the process of making sense of information, experiences, and ideas through the use of creative, critical, and meta cognitive thinking skills. When students employ these thinking skills, they are able to evaluate information, reason, solve problems, analyze and construct arguments, make decisions, and regulate their own learning. When students are engaged in meaning making, they draw on their prior knowledge by asking themselves what they already know about a topic or concept and how this knowledge connects to what they are currently learning. They activate this knowledge as the basis for creating new knowledge. Students also make meaning of the codes in which knowledge is expressed – language, symbols, and texts. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce text of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological Engaging with others in learning involves working cooperatively to acquire information, share and discuss ideas and interpretations, and obtain feedback.

PARTICIPATING AND CONTRIBUTING:

Participating in and contributing to learning communities allows students to see learning as a co-constructed process in which mistakes are understood as potentially valuable opportunities for further learning. As students explain, clarify, and critique their own and others’ ideas, their cognitive engagement increases and they develop a sense of belonging and shared responsibility for learning.

The depth and quality of student learning is greatly influenced by the capacity and opportunity to effectively communicate ideas, feelings, perspectives, and understanding. Additionally, the learning community is enriched and made more relevant as students contribute their personal experiences. Through thoughtful, extended discourse, by making suggestions, and by expressing their opinions and understanding, students actively participate in their learning and the learning of others.

Student learning is enhanced when students are able to interact effectively with a diverse range of people, in a variety of contexts, through various modes of communication. By listening to others, by reading what others have written, by observing others, and by being open to others’ viewpoints, students can develop empathy and benefit from learning that may be outside their own experience.

MANAGING LEARNING

Managing learning involves self-direction and taking initiative. In the process of managing their learning, students see themselves as active, capable learners who can make sense of, take risks with, and work on increasingly complex problems. When working with others, they know when to lead, when to follow, and when and how to act independently. Students who manage themselves are mindful, resourceful, reliable, and resilient. They establish personal goals, make plans, monitor progress, and adapt their learning tactics when they need to do so. They have strategies for meeting challenges and gain satisfaction from persevering to meet the high expectations they set for themselves.

What Would the learning Fundamentals look like in Classroom Practice?

Below are some indicators of what the Fundamentals of Learning might look like in practice. As you prepare to implement the Common Core State Standards, use these indicators to reflect on your own practice and think about what you do well and what you might need to strengthen.

STUDENTS ARE LIKELY TO:........

MAKING MEANING:

?Ask questions of themselves, the teacher,and others

?Take time to think

?Tackle real and interesting problems and devise solutions

?Reason and justify thoughts

?Draw on personal knowledge and experience

PARTICIPATING AND CONTRIBUTING:

?Take an active role in the processes of learning

?Give thoughtful, extended answers

?Contribute to and benefit from the learning of others

?Discuss and explore ideas

?Gain insights from others’ similarities and differences

?Work in groups of different sizes and compositions and with various individuals

?Cooperate and take the lead as appropriate in groups

?Feel able to make suggestions

MANAGING LEARNING:

?Be interested in their learning

?Show perseverance in learning

?Be reflective about their own learning

?Be (or become) confident in learning

?Be resourceful about learning

?Take risks

?Learn from mistakes

TEACHERS ARE LIKELY TO:..........

MAKING MEANING:

• Make connections between new and prior learning
• Integrate assessment and instruction
• Alter and adapt plans in response to learners
• Revisit learning plans with students
• Balance teaching approaches (didactic and student-initiated; practical and theoretical)
• Allocate sufficient time for deep learning

PARTICIPATING AND CONTRIBUTING:

• Structure the classroom for participation
• Engage in sustained discourse with students
• Show themselves as learners

MANAGING LEARNING:

• Be sensitive observers of their students
• Assist students to monitor their own learning
• Provide feedback to students
• Be willing to make changes
• Work collaboratively with colleagues

CONTENT IS LIKELY TO.....

MAKING MEANING:

• Align to the Course
• Be comprehensible
• Draw on authentic contexts—related to things that are happening in the local and global community
• Relate to students’ existing knowledge and experience
• Broaden and deepen students’ learning

PARTICIPATING AND CONTRIBUTING:

• Be seen by students as relevant
• Enable students to find personal expression
• Sustain students’ interest

MANAGING LEARNING:

• Be (or become) interesting to students
• Help students make connections within and across standards
• Meet students’ present and prospective needs

RESOURCES ARE LIKELY TO:....

MAKING MEANING:

• Come from a range of resources: local, national and global
• Draw on diverse perspectives and forms of communication
• Include a range of media.

PARTICIPATING AND CONTRIBUTING:

• Be sourced not only by teachers, but also by students, parents, community members, and others
• Encourage collaboration
• Be shared among students

MANAGING LEARNING:

• Be perceived as relevant and useful
• Expand students’ approaches to learning.

ACTIVITIES AND TASKS ARE LIKELY TO:....

MAKING MEANING:

• Take students into real, authentic contexts
• Be purposeful and worthwhile
• Have high cognitive demand for all students
• Lead to deep learning
• Engage students’ interests.

PARTICIPATING AND CONTRIBUTING:

• Be for both individuals and groups.

MANAGING LEARNING:

• Allow for differences
• Be flexible and adaptable
• Be dynamic—activities that lead to and generate other activities unforeseen?
• Include student reflection

THE CLASSROOM CULTURE IS LIKELY TO:.......

MAKING MEANING:

• Focus on learning
• Generate inquiry and new ideas

PARTICIPATING AND CONTRIBUTING:

• Feel like a place where students have a say
• Encourage questions, contributions, suggestions, and learning from mistakes and successes
• Enable risk taking
• Value every students’ contribution

MANAGING LEARNING:

• Embrace flexibility
• Support reflection

LANGUAGE IS LIKELY TO:

MAKING MEANING:

• Focus attention on thinking in the content areas
• Be used in extended discourse

PARTICIPATING AND CONTRIBUTING:

• Invite students to participate in learning
• Reflect the routines and norms of the learning community
• Be used for resolution of disagreements and acknowledgement

MANAGING LEARNING:

• Be used in internal regulation
• Be used for communicating intentions, for negotiation, and expressing learning processes

What makes a teacher successful?

Effective teaching—that is, teaching that results in long-term, usable learning—is much more than just a teacher’s attributes

• Having an expertise in reading, writing, math or science is necessary, but the ability to transfer that knowledge into another person is what makes an excellent instructor stand out. What good is it if a teacher has all the facts, but cannot communicate them in a way that others can comprehend?

LET US LEARN FROM THE LEARNING THEORIES WHICH ARE..... conceptual frameworks describing how knowledge is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained. - They are...Three learning theories:

Behaviorism.

Cognitive Information Processing (Cognitivism)

Constructivism

The major concepts and theories of learning include behaviorist theories, cognitive psychology, constructive, social constructive, experiential learning, multiple intelligence, and situated learning theory and community of practice.

How does teacher knowledge work in the classroom?

Investigating the knowledge of teachers as ‘learning specialists’ involves understanding how this knowledge functions in the teaching- learningprocess;more specifically, how teachers apply their knowledge in making decisions , for example, about lesson design or making on - the - spot judgements in the classroom.

A set of research studies conceptualises the teaching profession as a ‘clinical practice profession ’ and compares it to the medical profession. Some argue that decision - making is actually a basic teaching skill – decisions are made regularly by teachers while processing cognitively complex information about the student in order to decide alternatives for increasing their understanding.

A review of the different models describing teachers’ decision - making shows that factors influencing teachers’ decisions include antecedent conditions such as students, the nature of the instructional task, the class room, and the school environment, which combine with teachers’characteristics andcognitive processes to impact the pedagogical decision made. Decision - making is a cyclic process as pedagogical decisions in turn impact antecedent conditions.

Empirical research investigating how teacher knowledge is used in decision - making seems to be suggesting that in order to make informed pedagogical decisions, teachers must be able to analyse and evaluate specific learning episodes, in combination with contextual and situational factors, and to be able to connect all this information to their specialist knowledge of the teaching - learning process in order to guide subsequent teaching actions. Thus, making good pedagogical decisions hinges on the quality of the pedagogical knowledge held by the teacher.

Aside from comprehending the curriculum content, teachers should have a basic understanding of how people acquire and absorb knowledge. To understand how to move from passive to active learning, it is important to understand the different types of learners. There are four primary learning styles: visual, auditory, read-write, and kin-esthetic. People learn using a variety of these methods, but one method is usually predominant. The following list highlights 20 principles of learning every teacher should know.

1. Students Learn Differently

It may seem obnoxiously obvious, but how many classrooms are currently designed with one learning style in mind?

Worksheets and flashcards work well for students who absorb knowledge visually, but for a child who needs to hear the information in order to grasp it, traditional methods of teaching force him or her to use a physical sense that is not as well-developed.

The visual learner doesn’t have the same opportunity to stretch his or her other senses. If a teacher comes to the classroom with the basic knowledge that students learn differently, they will be better equipped to arrange the lessons in such a way that all senses are activated. Using Multiple Intelligences theory in the classroom has many benefits:

• As a teacher and learner you realize that there are many ways to be "smart"
• All forms of intelligence are equally celebrated.
• By having students create work that is displayed to parents and other members of the community, your school could see more parent and community involvement.
• A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areas
• Students may develop strong problem solving skills that they can use real life situation

2. Use It Or Lose It

Using information is how it becomes knowledge.

Revising knowledge over a lifetime is how it becomes wisdom.

Planning and Implementing Student-Centered Lessons

This type of lesson revolves around student created materials. The types of activities and assignments that support student-centered lessons can be easily designed in concert with many of the inquiry-based models discussed in the text of this book. One of the most important aspects of student-centered lessons is allowing students to make choices. Teachers should encourage students to exercise their weaker intelligences, but allow them to explore their stronger areas as well. In Ms. Cunningham's class, the student named James is very strong in Visual/Spatial Intelligence and always leans towards this type of project. The teacher encourages James to participate in other activities, but when it is obvious that his interest lies in working on the mural Ms. Cunningham allows him to work on the project.

Listed below are steps to implement a student-centered lesson or unit:

• Carefully identify instructional goals, objectives, and instructional outcomes.
• Consider activities that you can integrate into the lesson or unit that teach to the different intelligences. Teachers need not incorporate all nine intelligences into one lesson.
• When gathering resources and materials, consider those which will allow students to explore their multiple intelligences.
• Specify a timeframe for the lesson or unit.
• Allow for considerable element of student choice when designing activities and tasks for the intelligences
• Design activities that are student-centered, using inquiry-based models of instruction.
• Provide a rubric for student activities. You might consider having students help create rubrics.
• Incorporate assessment into the learning process.

In an effort to maximize students' interest in both the subject matter and their own learning proclivities, teachers may wish to teach their students a little bit about Multiple Intelligences. Teachers can brief the class about each type of intelligence and then follow up with a self-assessment for each student. In this way, students will be able to capitalize on their strengths and work on their weaker areas. Disney's Tapping Into Multiple Intelligences website includes a self-assesment Learning can’t be about coverage, and is not “set it and forget it.”

3. Consider Kin-esthetic Learning

Of the different learning styles, the kin-esthetic learning is the hardest bunch to teach in a traditional setting. This learning is about movement–touching, feeling, and moving through knowledge, which requires space and opportunity that many traditional classrooms do not allow for.

Kinesthetic learning benefits from students trying something, watching it fail, and taking that knowledge forward. While this can be difficult logistically with a large class, implementing kin-esthetic strategies will not just help a few kids, but your own approach to how students learn.

4. There Are Seven Learning Styles

How exactly “learning styles” should be used depends on who you speak to. It is true that learning styles are among the most misunderstood facets of modern education. It isn’t true that there are “kin-esthetic learners,” but is is true that there is “kin-esthetic learning.” Key difference.

 Learning Styles .

1. Visual: Using sight
2. Auditory: Using songs or rhythms
3. Verbal: Speaking out loud the information
4. Kinesthetic: Using touch and taste to explore the information
5. Logical: A more mathematical approach to concepts
6. Interpersonal: Learning in groups
7. Intra- personal: Learning alone

The Eight Intelligences

Verbal/Linguistic

Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other forms of verbal and written communication. Teachers can enhance their students' verbal/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been highly valued in education and learning environments.

Logical/Mathematical

Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems. Being strong in this intelligence often implies great scientific ability. This is the kind of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls Bohr, and John Dewey.

Visual/Spatial

Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of people gifted with this intelligence.

Bodily/Kinesthetic

Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch the people they are talking to and act things out. They are good at small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves through dance. Teachers may encourage growth in this area of intelligence through the use of touching, feeling, movement, improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxation exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova, and Jim Carrey.

Naturalistic

Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes. Teachers can best foster this intelligence by using relationships among systems of species, and classification activities. Encourage the study of relationships such as patterns and order, and compare-and-contrast sets of groups or look at connections to real life and science issues. Charles Darwin and John Muir are examples of people gifted in this way.

Musical Intelligence

Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and tones and the capability to compose music. Teachers can integrate activities into their lessons that encourage students' musical intelligence by playing music for the class and assigning tasks that involve students creating lyrics about the material being taught. Composers and instrumentalists are individuals with strength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples.

Interpersonal

Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good communication and interaction skills, and the ability show empathy towards the feelings of other individuals. Teachers can encourage the growth of Interpersonal Intelligences by designing lessons that include group work and by planning cooperative learning activities. Counselors and social workers are professions that require strength in this area. Some examples of people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton.

Intrapersonal

Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknesses. Teachers can assign reflective activities, such as journalism to awaken students' Intrapersonal Intelligence. Its important to note that this intelligence involves the use of all others. An individual should tap into their other intelligence's to completely express their Intrapersonal Intelligence. Those who are often associated with this intelligence are Sigmund Freud, Plato, or Virginia Woolf.

There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence -- including life and death. This would be in the domain of philosophers and religious leaders.

There are many ways to incorporate Multiple Intelligences theory into the curriculum, and there is no set method by which to incorporate the theory. Some teachers set up learning centers with resources and materials that promote involving the different intelligence's. For example, in the above scenario, Ms. Cunningham creates an area with art supplies in her classroom. Other instructors design simulations that immerse students into real life situations. Careful planning during the lesson design process will help to ensure quality instruction and valuable student experiences in the classroom.

Other instructional models, such as project-based and collaborative learning may be easily integrated into lessons with Multiple Intelligence's. Collaborative learning allows students to explore their interpersonal intelligence, while project-based learning may help structure activities designed to cultivate the nine intelligence's. For instance, Ms. Cunningham uses aspects of project-based learning in her classroom by allowing students to plan, create, and process (through reflection) information throughout the Civil Rights unit, while also integrating activities that teach to the intelligence's. This particular instructional model allows students to work together to explore a topic and to create something as the end product. This works well with Multiple Intelligence's theory, which places value on the ability to create products. By collaborating with the Media Specialist to give students the opportunity to choose from a variety of resources to complete their assignments, Ms. Cunningham uses aspects of resource-based learning, an instructional model that places the ultimate responsibility of choosing resources on the student.

It is important for teachers to carefully select activities that not only teach to the intelligence, but also realistically mesh with the subject matter of the lesson or unit. Multiple Intelligence's theory should enhance, not detract from what is being taught.

5. Make It Relevant

Information is only stored permanently when it relates to day-to-day living. For example, math concepts must be reinforced in real life examples or the student will have no reason to absorb the information beyond the exam.

History is one of the more difficult subjects to bring into the present, since it mainly deals with past events, dates, and people. Finding strategies to bring it to life will help with learning.

As much as possible, history should be experienced through first-hand accounts, museums, field trips and other enrichment activities.

6. Failure Is a Fabulous Teacher

People learn from failure. In fact, ask any major successful person what helped them and usually it will involve a story that harkens back to a big “mess-up”. Failure teaches even better than a perfect score on a test.

Classic grading systems don’t help with this theory, as grades have become inflated, feared, and used as judge and jury about who learned what. Contrary to popular belief, learning from failure is anything but easy. It’s not just about “reflecting” upon what you did.

7. Integrate The Curriculum

Rather than keeping each subject separate, curriculum that use thematic units work well to blend knowledge together in a way that is useful and memorable.

For example, a unit on Egyptian history could incorporate history lessons, a unit on linguistics and language (with the hieroglyphics), a science unit (physics and the building of the pyramids), a writing unit (a report on a child’s favorite Egyptian monument), and reading a book about the ancient culture.

8. Define “Learning”

The word “learn” has various definitions. In the classroom, it can be the ability to spout back facts and information on a test. While this is one form of learning, there are other forms of learning that are just as important. Taken from Route Ledge Education:

• Memorization
• Acquiring facts or procedures
• Understanding reality
• Making sense of the world

9. Care For Introverts

When Susan Cain released her book, Quiet: The Power of Introverts in a World That Can’t Stop Talking, earlier this year, it drew a lot of attention onto an important topic: introversion vs extraversion. The debate, of course, reached the classroom and teachers might be against their introverted students.

Are you?

It’s easy to assume that “group work” is always the best approach. That students who raise their hands are attentive. And that students who prefer to work alone are loners. All of which, are not necessarily true.

10. Create Space

This is a psychological and logistical suggestion. Creativity is the birthplace of true learning, where a student can initiate thoughts, ideas, problems, and make connections between concepts.

Creativity requires the activation of the right side of the brain. Space allows the opportunity for creativity to ignite. Logistically, give students a place to stretch out, move away from a desk, or gaze at the sky outside. In the context of a lesson, allow for brainstorming sessions. Leave gaps in the order so students can create their own projects using the facts and theories in the lesson.

A teacher enables a student to learn when he or she becomes a quiet mentor on the sidelines, rather than the dictator of every move or step.

11. Brief And Organized “Bites”

When a person wants to memorize a phone number, they divide the digits into easy to remember patterns.

This is because the brain struggles to hold onto a long list of numbers, but can do so when they are organized meaningfully. The same principle applies to lectures. A 30-minute lecture that is not structured with categories, or organized into easy-to-recall bullets, will not be as effective.

Using another example, the media produces the news in sound bytes because they know they only have a small window of time in which to grab a person’s attention; teachers would do well to study the marketing techniques of media in order to assemble information that is retain able.

12. Use Several Different Angles

For example, if a science teacher is lecturing on photosynthesis, the students will benefit from hitting the same concept at different angles.

First, the teacher explains the overarching concept. This provides framework and context. Second, he explores each part of the process in greater detail. Third, he explains the whole process again, this time encouraging students to ask questions. Fourth, he asks the students to explain it back to him.

Finally, he takes the process and inserts it into a relevant everyday situation that stretches the students to apply the information in a real life example. As he reinforces the concept with different angles, the brain is better able to organize the information. Trying to hit all of the points in one explanation will overwhelm most students.

13. Proper Method For The Material

In the quest for “deeper” learning, some professors might dismiss the concept of shallow learning; the simple recall of theories, facts, and rules. However there is some validity to rote memorization and the ability to regurgitate rules and facts, depending on the information.

For example, to learn the multiplication tables from 0-12, shallow learning is helpful (flash cards, timed quizzes, etc.). However, implementing this technique for a history lesson will not serve the subject matter.

A student may know all the dates of important world wars, but without understanding the social themes and lessons learned from these atrocities, have they really absorbed the importance of studying history?

14. Use Technology

Never before in human history has there been such unparalleled access to knowledge and information. With the tap of a tablet or smartphone, a student can get instant answers to questions that used to mean a trip to the library’s dusty encyclopedia section.

This means that memorization is no longer as necessary as it once was 100 years ago. Oral traditions and the passing along of information verbally are nearly extinct. Rather than resist the advance of technology, teachers can take the opportunity to go deeper with students, since they do not have to waste time trying to drill facts that are a fingertip away.

Rather, explore themes, study deeper sociological issues, teach the art of invention and creativity, discover the philosophy of critical thinking, and encourage innovation.

15. Let Them Teach

One of the most effective methods for absorbing knowledge is to teach the knowledge back to another. Provide students with ample opportunity to give lectures, presentations, and develop lesson plans of their own.

Teachers can instruct students to create a lesson plan for a much younger child, even if the concept is difficult. This forces students to simplify the theory, find relatable stories and real life examples, and deconstruct the concepts into bite size pieces.

16. Create Hunger And Curiosity

When students are interested in a subject, their ability to learn greatly increases. They have more focus, tenacity, initiative, engagement, and investment in the material. Teachers can give students the freedom to choose their own topics, which enhances a class that may be stuck in a rut or lacking motivation.

Learning how to whet a student’s appetite for information sets them up to go after the answer with a sense of hunger.

17. Brainstorming Not Always Effective

The age old saying, “Two heads are better than one,” is very true. Brainstorming is thought to be the birthplace of profound ideas.

But new studies suggest that that may not be true. Brainstorming introduces group think – a psychological phenomenon where the group forms its own beliefs – and when it doesn’t, the most charismatic individual tend to take over.

In fact, Jeremy Dean of Psyblog wrote about the subject,

“…  Why not just send people off individually to generate ideas if this is more efficient? The answer is because of its ability to build consensus by giving participants the feeling of involvement in the process. People who have participated in the creative stage are likely to be more motivated to carry out the group’s decision.”

In other words, groups are not where ideas are born. Groups are where ideas are evaluated.

18. Forming Habits

Psychologists agree that it takes approximately 30 days for a new habit to form. Parents who are teaching children a new routine (like brushing their own teeth) have to help their child for at least 30 consecutive days before the brain turns to “auto-pilot”.

This is the point at which it becomes a regular habit.

In learning, the same concept applies. Teachers can explain to students the importance of daily study rather than cramming information the night before. The small, incremental, and daily rehearsing of information paves a path in the brain that remains permanently.

Study habits can become regular with guided encouragement to keep going while the brain catches up to the new norm.

19. Learning Feedback Matters

In the same way that failure stretches a person, learning feedback is crucial to how students learn. When they can understand their strengths and weaknesses, accept and receive constructive criticism, and be redirected to the areas that need assistance, the overall process of learning is enhanced.

That much you probably already know.

But studies have shown that when you give feedback matters just as much as what feedback you give. Imagine taking a pill now and being able to see its effect in 5 years vs in 24 hours.

20. Teach How To Learn

“Learning” is an abstract concept to many. By helping students understand the art of learning, the techniques of learning, as well as the different learning styles, they will be empowered by the process. It can be discouraging when a new topic or theory is evasive or difficult.

Students who understand how to learn will have more patience with themselves and others as they grasp new material.

Designing lessons -TAILORING lessons as per the learners need:

Structuring learning:

This is the process of designing lessons. It starts by considering factors affecting lesson design, including the influence of the type of learning objective on the choice of approach. It goes on to explore effective methods of sharing learning objectives with pupils. There is guidance on how to structure learning by splitting lessons into a series of episodes, and on choosing from a range of strategies and techniques to motivate pupils. Finally, implementing the three pedagogic approaches – direct interactive, inductive and exploratory – to show how to help learners develop tools for learning, such as inductive thinking or enquiry skills.

Teaching models:

This is to apply the principles and practice of teaching and learning. It explores a range of teaching models and encourages teachers to revisit their teaching practice against the models described. For each teaching model outlined, episodes are clearly defined showing how the model might be applied in classrooms. There are also some examples to illustrate ideas, and the importance of metacognition within each is made explicit. This will enable learners to use the technique to support their own learning.

Lesson design for lower attainers:

This is to explore a range of strategies and techniques that will help pupils who tend to learn more slowly. It demonstrates the importance of ‘assessment for learning’ – research has shown that lower-attaining pupils, in particular, make significant gains when these techniques are used. There are also guidelines on developing literacy and numeracy skills in the context of different subjects, and on strategies for aiding recall.

Lesson design for inclusion:

This is to consider some principles for ensuring the inclusion of all pupils in lessons, and how to hold them all into the learning process. It provides a first insight into the needs of many groups that need to be included, such as boys, EAL, lower attainers, gifted and talented and SEN pupils. It considers various episodes in a lesson, such as starters and plenaries, and some early strategies that help to ensure all pupils are actively engaged and are able to make progress in their learning in all subjects.

Starters and plenaries:

The beginnings and ends of learning sequences are important. This is to describe the purpose and importance of starters and plenaries at the beginnings and ends of lessons, and also within lessons as part of teaching episodes. It provides a range of strategies and ideas as well as guidanceon planning and making starters and plenaries effective.

Teaching repertoire- ADOPTING learning OPPORTUNITIES:

Modelling:

Modelling is a powerful strategy that can be used across all subjects to help pupils to learn and to develop confidence in a new skill or procedure. This sets out the principles of this strategy and provides guidance on how to introduce modelling into lessons and make it effective.

Questioning:

This is to outline the different types and purposes of questioning. It explains how to organise questioning for whole-class and group work, and offers strategies such as providing ‘wait time’ for making it effective. Bloom’s taxonomy is used to provide a framework for planning questions that challenge and develop pupils’ thinking. Alternatives to direct questioning are also explored.

Explaining:

This is to look at the purpose of explanations in teaching and outline the characteristics, features and skills of successful explanations. It explores different types of explanation, how to plan for them, which strategies are effective – particularly for those involving abstract ideas. It also provides guidance on how to support pupils in planning and articulating their own successful explanations.

Guided learning:

This is to explore how the principles and approaches involved in guided reading and writing can be used to support guided learning in subjects across the curriculum. It describes an instructional sequence for the teacher working with small groups, which is integrated into lessons to act as a bridge between whole-class teaching and independent work. It provides a range of examples and addresses practical questions of organisation including time, classroom layout, management of behaviour and resources.

Group work:

This is to look at how effective group work can help to improve pupils’ speaking, listening, thinking, problem-solving and social skills. It emphasises the need for establishing clear rules and procedures and sets out a range of techniques to ensure pupil engagement and cooperation, such as allocating roles and setting group targets. Methods for structuring group work, such as ‘snowballs’, ‘jigsaws’, ‘envoys’ and ‘rainbows’, are suggested and the benefits and limitations of different grouping criteria explored.

Active engagement techniques:

This is to explore what is meant by engagement and why it is important. A range of strategies to motivate and engage pupils is examined, for example directed activities related to text (DARTs) to promote active reading, strategies to promote active listening, thinking strategies, and the use of drama across subjects.

Creating effective learners- EXPERIENTIAL learning:

Assessment for learning:

This is to explore what is meant by assessment for learning and its importance. It explains how good assessment practice can contribute to better learning and higher achievement. This focuses on the key characteristics of assessment for learning and examines a range of practical strategies for incorporating these principles into classroom routines.

Developing reading:

This is to focus on improving learners’ ability to understand and to respond to written texts. It considers teaching subject-specific vocabulary; how teachers can support pupils by clarifying the approach they need; how pupils need to access their prior knowledge before they read; some of the ways pupils can be encouraged to engage with text and some aspects of note- taking. It shows how the teacher can use shared and guided reading to enable pupils to develop more independence and skill as readers.

Developing writing:

This is tp focus on improving the quality of pupils’ writing through actively teaching the techniques they will need. learners write best when they know what, how and why they have to write. Writing is often best taught through teacher modelling and then sharing the writing with the class. The route is from examples, modelled and shared work, through guided writing to independence.

Using ICT to enhance learning:

The use of ICT in classrooms enhances learning and teaching. This looks at the relationship between teachers’ use of ICT as a medium for teaching and the development of pupil capability. There are guidelines on the use of classroom support assistants and technicians, on classroom management and on organisation in the ICT-rich classroom.

Leading in learning:

This is to provide an introduction to thinking skills by clarifying the nature of higher-order thinking and different approaches to ‘teaching’ thinking. It also provides practical guidance for improving the teaching of aspects of thinking skills lessons, such as improving the teaching of the plenary, helping learners to see the relevance of thinking in everyday contexts and developing their use of ‘thinking words’.

Developing effective learners:

Through the use of case studies, this s to explore what is meant by an effective learner, what learning skills might be expected of pupils at each key stage and how learning skills can be developed within subjects.

Creating conditions for learning through EXPERIENTIAL learning:

Improving the climate for learning:

The physical environment can make a significant difference to learning, and this is to explore how even small changes to the classroom can help. It looks at arranging furniture to suit the teaching approach and creating displays that really contribute to learning. Teacher–pupil relationships are another important factor in classroom climate, and the unit also describes how pupil expectation and motivation can be improved through the use of appropriate classroom language.

Learning styles:

This is to outline some of the current thinking and research on learning styles. It provides advice on how to identify different learning styles but, more importantly, emphasises the need to provide a variety of activities to suit different styles, over time. There is to guide on how to plan and adapt activities to accommodate visual, auditory and kinaesthetic learners.

Classroom management:

The emphasis here is on developing the concept of teaching behaviour that is conducive to learning. The fundamentals of good pedagogy and practice, which are explored in the other units, are the bedrock of successful teaching and learning. Consideration is given to the core values and beliefs which underpin the teacher’s relationships with the pupils. Just as importantly, pupils’ perceptions of effective teaching are examined. Pupils respond positively to clear structures and routines, and the teacher’s verbal and non- verbal language is pivotal in securing and maintaining relationships for learning .

VERY IMPORTANTLY.....

New knowledge needs to be linked to concepts learned earlier and different parts of the lesson should be linked to each other, to knowledge learned earlier and to the curriculum. Subject ideas should not be taught in isolation; a strong focus should be put on the relationship between ideas. This will enable learners to be better able to retrieve knowledge from memory and to understand how the learning in one lesson links to learning in others. These linkages must be explicitly taught. Teachers can also use questions that ask a learner to relate a newly taught concept to a previously learned idea (Hiebert and Carpenter 1992; Askew et al. 1997).

This means that teachers must themselves be aware of the connections between different aspects of their subject and the use and application of the subject in different areas of the curriculum. This highlights the importance of good teacher subject knowledge , understanding– about both the subject itself and its contribution to other aspects of learning across the curriculum. Conceptualising teacher knowledge is a complex issue that involves understanding key underlying phenomena such as the process of teaching and learning , the concept of knowledge,as well as the way teachers’ knowledge is put into action in the classroom.

THIS ARTICLE IS DEDICATED TO SAM KOTADIA.... DIRECTOR OF MINDSPORTS.

AWAITING TO HEAR YOUR REFLECTIONS!!!!!!