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ACE - School LeadershipModels of

Teaching and Learning processes

Dr Muavia Gallie (PhD)29 September 2009

MGSLG - Benoni Office

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1.1 New Teaching and Learning Process

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1.2 Models of Teaching andLearning

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1.3 Proctor Model

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1.4 Cruickshank Model

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1.5 Gage and Berliner Model

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1.6 Huitt Model (1)

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1.7 Huitt Model (2)

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1.8 Slavin QAIT Model of Instruction

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1.9 Transactional Model

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2.1 Learning orientated Teaching (LoT)Ten Cate et al 2004

The main characteristics of the model are:1.(1) The components of learning:•cognition (what to learn),•affect (why learn), and•Meta-cognition (how to learn); and•(2) The amount of guidance learners need.2.If education aims at fostering one's ability to function independently in society, animportant general objective should be that one learns how to fully andindependently regulate his or her own learning; i.e., the ability to pursue one'sprofessional life independently.3.This implies a transition from external guidance (from the teacher) throughshared guidance (by the learner together with the teacher) to internal guidance(by the learner alone).4.This transition pertains not only to the cognitive component of learning (content)but also to the affective component (motives) and the meta-cognitive component(learning strategies).

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2.2 Features of the Teachingand Learning Cycle

The main purpose is learner learning.1.Expectations for learning change from the “most capable learners” to“all learners.”2.The pace of instruction is determined by learner learning.3.The process begins with assessment rather than ending with it.4.Assessment data is used to inform instruction instead of only forgrading.5.Learner progress toward learning targets is continuously monitoredand documented.6.Differentiated instruction based on flexible grouping replaces wholeclass instruction.

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2.3 Teaching-Learning Cycle

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2.4 Professional Development of Teachers

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2.5 Action Competence Learning Process

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“Muavia Gallie”