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WHY ARE WE HERE?
• QUESTIONS
• DISCUSSIONS
• EXPECTATIONS
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THE COURSE
YOU
THE STUDENT
THE TEACHERTHE BOOK
THE MATERIALTHE CONTENT
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THE COURSE
http://successfulteacher.wikispaces.com/
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REQUIREMENTS
• CLASS PERFORMANCE• PREPARATION• READ AND/OR WATCH ALL THE MATERIALS UPLOADED
ON OUR WIKISPACES PAGE EVERY WEEK• WRITE A COMMENT ON THE GIVEN TOPIC EACH WEEK• DIARY• TWO F2F FEEDBACK SESSIONS
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THE COURSE
1. TERMS – teaching, education, methodology, teacher
THE LEARNERAPPROACHES, METHODSPLANNINGINTELLIGENCE
2. ROLES OF THE TEACHERMOTIVATION, CLASS MANAGEMENTEVALUATION
3. HOLISTIC APPROACH AND CRITICAL THINKINGBLENDED (INTEGRATIVE) LEARNING E-LEARNING
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INSTRUCTION
HERE IS A PIECE OF PAPER.
YOU CAN USE IT IF YOU WANT TO.
THE TASK IS:PLACE 5 ITEMS NEXT TO EACH OTHER.
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TEACHING
• the act, practice, occupation, or profession of a teacher
• the art or profession of a teacher
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TEACHER
educationist [chiefly British], educator, instructor, pedagogue (also pedagog), preceptor, schoolteacher
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KNOWLEDGE
Human faculty resulting from interpreted information; understanding that germinates from combination of data, information, experience, and individual interpretation. In an organizational context, knowledge is the sum of what is known and resides in the intelligence and the competence of people. In recent years, knowledge has come to be recognized as a factor of production (see knowledge capital) in its own right, and distinct from labor.
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KNOWLEDGE
"Things that are held to be true in a given context and that drive us to action if there were no impediments" Andre Boudreau
"Capacity to act" Karl Sweiby
"Justified true belief that increases an entity's capacity for effective action" Nonaka and Takeuchi
"The perception of the agreement or disagreement of two ideas" John Locke
http://www.businessdictionary.com/definition/knowledge.html
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KNOWLEDGE
Knowledge is what is known as opposed to what is not known to a human being. It is the product of thinking or thought, which usually employs or works with concepts, like truth, belief, and wisdom. The definition of knowledge should comply with the prerequisites of a definition and should reflect the nature (or further specifics or descriptors) of knowledge.
http://psychology.wikia.com/wiki/Knowledge
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KNOWLEDGE
DECLARATIVE
PROCEDURAL
KNOWLEDGE
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EDUCATION
• the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.
• the act or process of imparting or acquiring particular knowledge or skills, as for a profession.
• a degree, level, or kind of schooling: a university education
http://dictionary.reference.com
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THE SOCIOLOGICAL PERSPECTIVE
These principles are the following:• The need for constant revisions to meet the needs
of changing societies• Teaching to focus on strengths rather than
weaknesses• Coherence through interdisciplinary team teaching• Absolute standards to be tempered by questions
about skills and knowledge and the best way to transmit them
• Greater diversity of teaching methods• Excellence may be universal in science yet relative
in historical and cultural areas
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LEARNING STYLE CHARACTETISTICS
THE IMAGINATIVE LEARNERS• Process info reflectively• Integrate experience with the self• Learn by listening and sharing ideas• Value insight thinking • Need to be personally involved• Seek meaning and clarity• View direct experience from many perspectives• Enjoy observing others• Seek commitment• Interested in culture and people
THE ANALYTICAL LEARNERS• Perceive info abstractly and process it reflectively• Devise theories by integrating their observation into what is
known• Seek continuity• Learn by thinking through ideas• Value sequential thinking• Need details• Critique info & collect data• Re-examine facts• Enjoy tradititional classes• Maximize certainty, uncomfortable with subjective judgments• Seek intellectual competence & personal effectiveness
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LEARNING STYLE CHARACTETISTICS
THE COMMON SENSE LEARNERS• Perceive info abstractly and process it actively• Integrate theory with practice• Test theories and apply common sense• Pragmatists• Resent being given answers• Value strategic thinking• Need to know how things work• Skills oriented• Seek utility and results• Seem bossy and impersonal
THE DYNAMIC LEARNERS• Process info actively• Integrate experience and application• Learn by trial and error• Believe in self-discovery• Relish change• Flexible, risk takers• Often reach accurate conclusions in the absence of logical
justification• Seen sometimes as manipulative and pushy• Seek to influence
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LEARNER AUTONOMY
• capacity to take at least some control over their learning
• the learning environment provides opportunities for the learner to take control of their learning.
• developing capacity requires a set of personal qualities: confidence, motivation, taking and accepting responsibility, and ability to take initiative. It also involves a set of skills: academic, intellectual, personal and interpersonal
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LEARNER AUTONOMY
• Students can identify:– their learning goals (what they need to learn)– their learning processes (how they will learn it)– how they will evaluate and use their learning
• Ss have well-founded conceptions of learning• Ss have a range of learning approaches and
skills• Ss can organize their learning• Ss have good information processing skills• SS are well motivated to learnThey can take responsibilty.
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QUOTES
Teaching is the highest form of understanding.
Aristotle
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WE LEARN:
10 % OF WHAT WE READ20% OF WHAT WE HEAR30% OF WHAT WE SEE50% OF WHAT WE BOTH SEE AND HEAR70% OF WHAT IS DISCUSSED WITH OTHERS80% OF WHAT WE EXPERIENCE PERSONALLY95% OF WHAT WE TEACH TO OTHERS
William Glasser
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METHODOLOGY
• a body of methods, rules, and postulates employed by a discipline : a particular procedure or set of procedures
• the analysis of the principles or procedures of inquiry in a particular field
Merriam-Webster
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METHODOLOGY
APPROACH – theories about learning
METHOD – practical implementation of an approach
PROCEDURE – an ordered sequence of techniques
TECHNIQUE – how we implement the procedure/aids/manner
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APPROACH? METHOD? TECHNIQUE?
Humanistic learningLectureDiscussionNatural-communicativeInternetProblem solvingGrammar-translationGroup workPresentationDictationProject-based teaching
Humanistic learningNatural-communicativeGrammar-translationProject-based teachingLectureDiscussionProblem solvingGroup workDictationPresentationInternet
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METHODOLOGY
• BEHAVIOURISM – Burrhus Frederic Skinner• COGNITIVISM – Noam Chomsky• ACQUISITION; LEARNING – Stephen Krashen,
Allwright
• INPUT – OUTPUT- finely-tuned input; roughly-tuned input- practice output, communicative output
• A BALANCED ACTIVITIES APPROACH
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PLANNING
• HOW DO WE (TEACHERS) START?• WHAT DO WE TAKE INTO ACCOUNT?• WHY?• WHAT ARE THE STEPS OF A LESSON?• WHAT ARE LESSONS BASED ON?• HOW DO WE PREPARE FOR PRESENTATIONS?• WHAT ROLES DO WE HAVE? /WHY?/WHEN?• WHAT AIDS CAN WE USE?• REALIA
LESSON PLAN
Activity/Aids Interaction Procedure Time
1 Group workPen, paper, whiteboard
T to SS to SSs to T
Prepare a shopping list
2”
Description of SsTimeAimsAssumptionsAnticipated problems – Possible solutions
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PLANNING
1
2
3
4
5
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1. Presentation2. Check concept3. Highlight the form4. Controlled practice5. Less controlled practice6. Skills work,
discussion,etc.
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GRADING LANGUAGE
is an inclination to present or hold a partial perspective at the expense of (possibly equally valid) alternatives
often supporting or opposing a particular person or thing in an unfair way by allowing personal opinions to influence your judgment
BIAS
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VIDEO
http://www.youtube.com/watch?v=0tyzG_ZKVfU&feature=fvwrel (American)
http://www.youtube.com/watch?v=rxUm-2x-2dM
(French- English)
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QUOTES
”As soon as you move one step up from the bottom, your effectiveness depends on your ability to reach others through the spoken and written word.” PETER DRUCKER
”If you can’t explain it simply, you don’t understand it well enough.” ALBERT EINSTEIN
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CULTURE AND TEACHING
What is culture? (material, non-material, practices)the values, the beliefs, the behaviour, the practices & the material objects that constitute a people’s way of life
• Emotions – the unconscious• Personal space• Impression management• How do we develop?• Social isolation
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CULTURE
Richerson and Boyd write:Culture is information capable of affecting individuals’ behavior that they acquire from other members of their species through teaching, imitation, and other forms of social transmission.By information, we mean any kind of mental state, conscious or not, that is acquired or modified by social learning, and affects behavior.
http://www.uctv.tv/search-details.aspx?showID=21289 http://www.youtube.com/watch?v=zxJMtZUaeZU
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CULTURE
http://www.youtube.com/watch?v=A7xYz5P_rCw
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LANGUAGE
a system of communication consisting of sounds, words and grammar
or the system of communication used by the people of a particular country or profession (Cambridge Dictionary)
a system for decoding and encoding information
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CAN YOU READ IT?
GHETIENOUGHWOMENREVOLUTION
FISH
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INTELLIGENCE
"An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings” H. GARDNER
”I define it as your skill in achieving whatever it is you want to attain in your life within your sociocultural context” R. STERNBERG
“Intelligence, considered as a mental trait, is the capacity to make impulses focal at their early, unfinished stage of formation. Intelligence is therefore the capacity for abstraction, which is an inhibitory process THURSTONE
?
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INTELLIGENCE
“The ability to acquire, develop, and apply a full range of intellectual skills, rather than relying on the inert intelligence that schools value.”
Dr. Robert SternbergSUCESSFUL INTELLIGENCE
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Assignments for Applying Triarchic Intelligence
Analytical Creative PracticalAnalyze Create
Apply Critique Invent
Use Judge Discover Put
into practice
Compare Imagine if ... Implement /contrastEvaluate Suppose that ... Employ Assess Predict
Render practical
R. Sternberg
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WHAT WE HAVE JUST COVERED
– Teaching– Education– Knowledge– Methodology– Learner types– Learner autonomy– Planning– Culture– Language– IntelligenceTHE TRIANGLE
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WHAT’S NEXT?
Chapters: 3, 4, 5, 21, Chapters: 6, 7, 23, 22, 8,10
