The Structures and Dynamics of Teaching - Research Paper Example

The Structures and Dynamics of Teaching Key Ideas Application Learning Theory: Development Teachers need to work with the child’s development, rather than against it. The video demonstrates three different methods of teaching momentum across 3 different levels. Realizing the developmental needs and milestones of students at a particular age level, teachers plan the lesson and activities to ensure that potentials are maximized and they are given enough challenges. Suggestion: Differentiated instruction/activities may also be given especially for classes with students of different abilities. 2. For teachers to determine where to start, they must pay attention to the zone of proximal development. In the primary 1 classroom, guidance from the teacher was stronger and more evident. As the students become older, they are given more opportunities to perform tasks with less assistance. Suggestion: Use of reciprocal teaching in reading, and other subject areas which require understanding of text. 3. An excellent teacher structures and plans the lesson properly such that sufficient resources are available, and assistance during activities is given either through collaborative work, or from the teacher himself. To encourage students to take intellectual risks, George Nixon, prepared sufficient materials for students to solve the problem by controlling variables and testing hypotheses. Students also worked in groups to ensure that support was available in working out problems, and the teacher made sure that he went around the groups to make himself available for questions and/or clarifications. Suggestion: Students may be grouped heterogeneously with different abilities, so the smarter kids can assist or help the slower students. 4. Creating intellectual challenges develops personal confidence and confidence in learning. In the third video clip, Ken had a group of students who will soon be joining collegiate level. His method involved experimentation, drawing inferences and predicting outcomes. He related the problem of momentum to the challenges of road engineers to decrease the impact of car crash. It enabled the students to connect the laboratory experiment to real world, and challenges them to contribute to such a crucial issue. Suggestion: Videos of real live car crash may be shown to help “hook” the students into the lesson. 5. There are different pathways for learning, and the teacher must be able to develop all of these pathways. Fe McLean used various activities demonstration, hands-on experience, visual representation (e.g. graphs and illustrations), written text (e.g. writing short information), and oral presentation to guarantee that the students fully understand the topic of momentum. Suggestion: One way for students to remember information is through songs. Students can be encouraged to make songs out of their conclusions from the experiment. Learning Theory: Cognitive Processing 1. Teachers must strive to connect new ideas with the students’ old conceptions/ misperceptions. Sandie Gilliam started off by asking a student to present his idea of a graph, while peers comment on what was presented on the board. This gave her an idea of the students’ background knowledge on graphs. Suggestion: Diagnostic assessment tasks can also be given to gauge students’ prior knowledge of major topics. 2. Providing context in presenting major topics allows the students to connect with the ideas. Sandie Gilliam used a story, historical facts, in introducing the topic on graphs. The data that was used became more meaningful to the students. Suggestion: Data may also be taken from current events (e.g. news reports) to increase interest in the subject matter. 3. Vivid representations help in the learner’s understanding of a topic introduced. Sandie Gilliam used a lot of visual aids, such as graphs, topic outlines, and formulae which aide in learning and understanding of concepts, especially for students with special needs (e.g. deaf). Suggestion: Multi-media applications such as power-point presentations or photo story may be used. 4. Students must be taught how to organize information at an early age, as this helps develop the cognitive processes. Recognizing the value of habits of mind and starting students off when they are young, Fe McLean, demonstrated use of categories in tabular form to take note of students’ answers. By doing so, the students are introduced into the basic rules of organizing information. Suggestion: Students may classify pictures in tabular forms creating picture graphs. 5. Teachers must be attentive to what, why and how the students are thinking. Sandie Gilliam asked a lot of deep questions during discussion. She steers away from questions that solicit one answer. She preferred asking why and what questions, especially in explanations of graphs. Suggestion: Collaborative work increases higher cognitive processes. Students can analyze graphs in pairs and present findings in class. Points of agreement and disagreement enhance critical thinking. Learning Theory: Multiple Intelligences (MI) 1. Students have different intelligences that teachers and students must recognize. Using the MI Theory, Rebecca Young and Georganne Urso-Flores constructed the MI Pie and encouraged students to identify their intelligences. Suggestion: Allow students to identify other intelligences (including weaknesses) and explain that it would benefit them greatly to develop their weak areas aside from their preferred learning style/s. 2. The approach shows students that there are different ways of expressing understanding of a concept. Young and Urso-Flores made sure that students worked in groups to develop, and that there were different representations of the parts of the flower (e.g. real flower, illustration, cut-out parts). It follows an interdisciplinary approach where children also learned songs, actions, and associated mathematical concepts. Suggestion: Interdisciplinary projects (e.g. English, Science, Social Studies, PE, Math together) can help tap various intelligences. 3. The approach deepens the understanding as students see the concept from different angles. Parts of the plant/flower were represented in different ways. Thus, the students have better retention of the subject matter. Suggestion: Structuring activities outside the classroom brings to life the lesson. It develops the students’ naturalistic intelligence. 4. The strengths serve as starting points to hook them and build on other skills. The different activities (e.g. plant, carpentry) helped teachers gain an awareness of the students’ specific intelligences. Suggestion: Have students try out areas of difficulties in a fun learning environment where they will realize that mistakes are part of life, and they there are ways of improving themselves. 5. The approach allows teacher to deliver content information, as well as equip them with skills in becoming lifelong learners. Tom Romito’s class gave students opportunity to research, work in groups and present ideas creatively in a short play and coherently through an essay. Students also learned to work together, an important skill when they take on jobs. Suggestion: For adult learners, explicitly teaching them about multiple intelligences might help them gain a better understanding of themselves, and encourage them to become lifelong learners. Learning Theory: Emotion and Learning 1. Teacher is a mentor, and s/he must facilitate students to become aware of emotions, manage them, develop empathy, solve social problems, and become self-motivated. Recognizing the value of emotions in learning, Kristin Bijur went through the day managing the dynamics in the class and solving conflicts through a conflict resolution process. She helped them find words to express feelings and opportunities for interaction. Suggestion: Not all students can express openly their emotions. Journal writing might help for teachers to be aware of how their students are. It can be helpful for early intervention of serious cases. 2. It is important for the teacher to know the students, their backgrounds and other personal information. Suggestion: Everyday, do a round-robin of feelings and how each person’s day started. Teachers must be attentive for changes in behaviors or negative emotions expressed, and find time to have a private conversation with the student. Background checks on the family life may also prove helpful. 3. Teachers must create a safe environment for students to take risks and grow. Nancy Flanagan interacted genuinely with the students, sometimes letting her guards down and laughing with them. She used story telling to express her thoughts and emotions to the class. Suggestion: Ground rules or a “Value Contract” may be established at the beginning of the class and written on a poster as constant reminder. 4. Students often learn for the teachers, as much as learn from them. The two teachers, Bijur and Flanagan, aimed at developing trust among the students. They let the students know that what they are feeling is important and valid by listening to them. Suggestion: Increase the level of trust through challenging activities which merit praises and constructive criticisms. 5. Managing oneself and handling relationships are important life skills. Students must take ownership of their actions. Kristin Bijur’s way of conflict resolution encouraged children to articulate how they plan to solve the problem and future problems. She also commended students who did not retaliate aggressively, and instead found proactive and productive ways of managing the conflict. Suggestion: Create structured learning experiences that encourage collaborative and cooperative work. Reflection The first three learning theories contain areas that overlap. Generally, these theories are learner-centered and require the teacher to set goals, and execute the strategies by paying attention to the strengths and weaknesses of the students. The developmental theory highlights the role of developmental milestones in the creation of curriculum and strategies. Cognitive processing theory encourages teachers to develop the habits of mind, which are important throughout the person’s lifetime. Multiple intelligences theory provides various perspectives about the students’ learning style which influences the teachers’ preparation and delivery of the subject matter. If there is one striking element to all these theories, it is the importance of maximizing the potentials of the students through sufficient information, proper planning and effective and strategic implementation of learning content. The last theory, emotions and learning, is often overlooked and left neglected by teachers in practice. However, as the video presented, neglecting emotional dispositions of students will only yield to wasted class hours. As experienced by all human beings, pre-occupation with emotions lead to unproductive results. It is therefore, essential to settle conflicts and help students manage emotions to be able to succeed academically and generally, in life. All these approaches confirm my personal belief of creating a learner-centered education practice. In addition, I have come to realize from the videos that establishing a safe environment in class is also critical. Like any teacher, I cannot always watch over my class at all times while they are in school. Establishing mutual trust among peers and respect for ground rules will help ensure that the students behave accordingly with or without the presence of a teacher. The lessons serve as a reminder that as teachers, we have a lot to learn from the students. Reference: Annenberg Media. (2010). Annerberg Media Learner.org: Teacher professional development and classroom resources across the curriculum. Retrieved from: http://www.learner.org/index.html Read More