Teaching Today A Practical Guide Fourth Edition - part 1 pot

[...]... don’t lead to a qualification is also considered • Chapter 34 looks at how to use self-directed learning with adults or younger learners • Chapter 33 looks at ‘how to manage independent learning’, which helps learners move towards self-directed learning • Chapter 10 looks at the ‘facilitation’ approach common in self-directed learning – ‘Are you an instructor or facilitator?’ • Page 61 has a diagram which... the taxonomy are usually required by the higher ones in this way Application means doing after being shown how For example, a maths teacher might show you how to do a certain type of calculation, and then ask you to do very similar calculations yourself Analysis is breaking a complex whole into parts, and then looking at the parts in some detail For example, you might be asked to analyse a lesson that... which was run by A S Neil on humanistic principles, said the pupils were ‘full of life and zest and of boredom and apathy there was no sign’ Standard curricula and compulsory attendance are either abandoned or given a low priority While this is a radical approach if adopted in a school, it is commonplace in the teaching and training of adults Most schoolteachers make at least some use of humanistic... wheat germ was a cereal disease! He heard a jumble of information about cereals, and then tried to ‘make sense’ of it The very phrase ‘make sense’ alerts us to the fact that learning is a creative process, not a passive one ‘Name a food suitable for pickling.’ A branston.’ Again, the student was never told that a branston was a fruit used for pickling She simply ‘made up’ that piece of knowledge Nearly... emotional reaction of the student The self-directed learning cycle 18 How do we learn? Chapters 10 , 33 and 34 give more detail on the theory and practice of self-directed learning Adult learning and ‘androgogy’ This humanistic ‘self-directed learning’ approach has been particularly influential in adult education, though it is also used to teach teenagers and younger learners in certain topics or situations... skills all involve the application of processes that can be taught explicitly – for example analysing with a knife and with spectacles – essay planning, evaluating with clear criteria, etc • Set ladders of tasks It often makes sense to set tasks that gradually climb Bloom’s taxonomy as if it were a ladder, or that climb from simple and concrete to harder and more abstract ‘The question is the answer.’ Jamie... tasks and questions 14 How do we learn? • Students creating ‘mind-maps’ or ‘spider diagrams’ and other summaries that identify the key points and how these parts relate to the whole See page 12 7 for an example, and Tony Buzan’s website (www.mind-map.com) See also the more active methods in Part 2 The behaviourist school: rewards and motivation Behaviourist psychologists have studied learning in animals... conclude: 13 The learner’s practical and emotional needs The principles of learning according to the cognitivist school: • Teachers need to set high-order tasks That means analysis, synthesis and evaluation This is to ensure fully functional knowledge, and because the exclusive use of lower-order tasks leads to jabberwocky-style ‘surface learning’ • High-order skills can be taught and are not God-given... attitude to learning, and over-helping by teachers is discouraged as it is thought to encourage dependency When I was observing a science lesson during my teacher training, a student complained that an electrical meter he was using kept going off the scale I was surprised by the teacher’s reaction, which was to say perfectly pleasantly: ‘And what are you going 17 The learner’s practical and emotional needs... work our way up The six sections can all be seen as skills, that is, the ability to recall, explain, etc.; or as tasks that a teacher could set By this I mean any task: an oral question, a class activity, an essay, a project, a task on an assignment, etc Knowledge is just the ability to recall something The little girl who could recall Newton’s Third Law had knowledge of a sort Comprehension means you . problem-solving 11 0 10 What kind of teacher are you? 13 0 Part 2 The teacher’s toolkit Introduction 13 9 Teacher-centred methods 11 Teacher talk 16 2 12 The art of explaining 16 8 13 The art of. showing 18 2 14 Questioning 19 0 15 The aide-memoire: note-making 206 Active methods 16 Supervised student practice 211 17 Discussion 222 18 Group work and student talk 2 31 19 Games and active. or as tasks that a teacher could set. By this I mean any task: an oral question, a class activity, an essay, a project, a task on an assignment, etc. Knowledge is just the ability to recall