QUALITY TEACHING

EDGH952 Assignment 3 Cible Davis 4590107

Characteristics of Quality Teaching in Adult Education

Background information of quality teaching

Difference between Pedagogy and Andragogy

Difficulties and challenges of teaching adults

Individual differences in learning styles and student backgrounds

Importance of lifelong learning

Professional development for both students and teachers

Communities of practice

Conclusion

Introduction to Quality Teaching

Specify the learning goals

Utilization of knowledge, skills and abilities

Conduct empirical observations on teaching and learning

Construct hypothesis

Leading to long term benefit to society

Pedagogy

• Child centred

• Idea on teaching

• Emphasis on socialisation

Andragogy

o Learner focused

o Idea of learning support

o Emphasis on relevant knowledge and skills

Heutagogy

Self determined learning

Development of learners capacity

Transformational learning

Metagogy

Collaborative learning

Interdependence of learning benefit to individual and society

A Change from Teacher Focused to Collaborative Learning

Facilitator

◦ Know students- mission, objectives, needs, problems and opportunities

◦ Identify plan, needs and requirements of each student

◦ Be proactive

◦Goal oriented

◦ Activity oriented

Challenges of Teaching Adults

◦Diverse groups

◦Motivation

◦ Learning 21st century skills

Main Ideas to be Focused on Learning

◦ Adopt particular strategy in learning

◦ Environment : An important factor

◦ Subject matter content

◦ Structure of learning

◦ Psychological factors

Individual Differences in Learning Styles

Learning style preferences

Navigators Problem solvers Engagers

Chart a course and follow Depend on critical thinking Engaged in meaningful task

Learning Styles Cont’d

Learner Goal

Learning Oriented

Activity

Rich resources in experiences

Function under levels of autonomy

Constructivism

Constructing knowledge

Understanding and applying

Thinking and analysing

Being active

(Marlowe & Page 2005 cited in Mordechai, 2008)

Important Parts in Lifelong Learning

Cognitive

Metacognitive

Motivational

Affective Characteristics

Expanded Model of Teaching and Learning

Student Student

Motivation Affect

Student Course Instructional Assessment Lifelong Outcomes

Entry Characteristics Methods Methods Learner

Cognition Metacognition

(Harpe, 1998 cited in Harpe & Radloff, 2000)

Learning Cycle

Concrete experience

Critical Reflection on Experience

Action

Further Critical Reflection on Experience

(Rogers & Horrocks, 2010)

Professional Development for Teachers

Engage teachers for assessment, observation and reflection

Sharing knowledge

Sustained, ongoing intensive and collective solving of Specific problem

Professional Development for Students

Experience as a resource

Plan their own education path

Promote individual development through reflection and inquiry

Communities of Practice

Educational Learning Improved

Imperatives theories practice

Lesson Engagement Collaborative

preparation in learning evaluation and

teaching assessment

Reflections within community practice

(Herbers et. Al, 2011)

Conclusion◦ Up to date best practices

◦ New programs and current research on subject

◦ Ask other teachers advice

◦ Show respect and co-operate with others

◦ Treat students with respect

◦ Strong communication with parent

◦ Reflect, reflect…….. And modify reflection