Models+of+Teaching+and+Learning

__**WEEK 5 - MODELS OF TEACHING AND LEARNING**__

Today's lecture showed us some of the range of different models of teaching (focusing on us) and learning (how our students will grasp what we are trying to teach them).

The first question for us to consider is whether we will teach or educate? Will we simply show, encourage, inform our students or will we inspire, illuminate, mentor and guide them? The simple difference here is teaching and educating. Who couldn't say they want to educate. To be that special teacher the students talk about, when they are studying to be teachers?

To know what type of teacher you will be, you need to have a strong grasp of your own belief system. A belief system focuses on teaching either as the master, by performing, to facilitate learning or by building relationships through which learning happens. With each model the relationship with the teacher and students differ, from the toughest with a very formal/rigid approach to where the teachers and students trust each other. So another question, which way will you want to teach?

Today more classrooms are moving towards a "bottom up" or radical model of teaching and learning. In this model the focus is student centred, where the students direct their learning.

We learnt that all models of teaching relate to models of learning. Regardless of which model of teaching we adapt, or the several models we may draw on all teaching is based on the four principles of metacognition, learning theorists, academic disciplines and developmental studies of human intellect.

The lecture then looked at different teaching principles, we looked at the Melbourne Model and its nine guiding principles and the POLT (Principles of Learning and Teaching) model. Both models have developed teaching a long way from the 1960. They talk of embracing social content, culture, being concerned for individual development, adapting the curriculum, having supportive and productive learning environment and linking learning to the environment. Wow what progress we have made from the classrooms where students were seen and not heard, learnt what they were told with no student interaction and some content was censored.

We then looked at how student learn, as all students are different people it is fair to assume they will learn in different ways. Therefore as teachers we need to ensure students are given a wide range of differing experiences to foster learning in them all.

We looked at Dimensions of Learning as developed by Robert Marzano, the Department of Education and Early Childhood Development and their views on learning, Bloom Taxonomy, co-operative learning, inquiry based learning and an instructional model based around the five E's of teaching. I feel that if you could just mix all these up the result would be a fantastic model on which to teaching learning to students. Why should we, as very new teachers, align ourselves rigidly with one style of learning. They all explain learning very similarly each with different terms for very similar components. Becoming so focused on which style to adapt may in the long run hinder becoming a great "educator".

The last part of the lecture, for me, was inspiring. A short clip on 21st century education and teaching for the next generation really interests me. Three easy to remember steps are three steps that I will work towards. 1. Transform you classroom into a CREATIVE learning space. It should be beautiful, comfortable and student-centred. Students are to be encouraged to talk, build, create and collaborate. 2. Teach students the skills of COMPETITION, CO-OPERATION and COLLABORATION. Students need to know to compete with themselves and to collaborate with others, that learning is social and having a secure learning space promotes learning. 3. Introduce students to their GLOBAL PEERS and provide them with a forum for them to collaborate. This connects all learners around the world, and it gives all students an insight into their future global employment competition.

Maybe I am a romantic at heart. Maybe some will call me a fool. But as pre-teaches we need to be looking forward for our teaching and learning models. Models have stood the test of time and have become many fundamental backbones for teachers, and I am not saying dismiss them, as their are many points I will be using as a teachers, but also look to the future, look at how the world is changing and how the students that we will be teaching have changed. Penelope Harris 10 April 2009.



__Response: Orla Mackintosh__
I really like the review of different learning models. Up until this lecture I was confused as to which type of learning model would be best for us to adopt as we have learned about many, so it made sense to hear that effective teachers use an array of strategies because there is no particular teaching model or strategy that can be applied to all situations in our classroom.

I thought the Nine Guiding Principles and the Principals of Learning and Teaching which were pointed out in this lecture were excellent examples of the type of classroom atmosphere that we should aim for.

The Styles of Learning points help teach us how to choose teaching models that will work for us as teachers in our classroom.

I was quite impressed by the point on assessment from Marzano’s six basic notions – ‘Assessment should focus on students’ use of knowledge and complex reasoning rather than on their recall of low level information”. This is a point that I will draw upon when assessing in the future. My memories of being assessed or “tested” in primary school were very much based around what I call “the sponge effect”. I would learn information which I knew I would be asked about in the test the night before the test, then arrive into the classroom and simply re-write what I had learned and then completely forget about it! So I think a deeper level of assessment is a more realistic approach.

Lastly, just to agree with Penelope regarding the progress that has been made in classrooms regarding embracing social content, culture, being concerned for individual development etc. I think it is a very interesting and exciting time for us as new teachers to enter the teaching world as many new approaches and teaching styles have been and are still being developed and introduced. The classroom seems to be changing quite a bit! Orla Mackintosh, April 12th.

__ Response: Genevieve Hoban __ Looking at the belief systems of teaching and learning I think we are reminded once again of how important it is to develop relationships with the students that are supportive and promote student learning. I really can't see myself as one of the "old school" content masters who has a classroom that is formal and impersonal. I think that we are entering teaching at a time when have access to such great resources that we can really work at developing a classroom that is beneficial and rewarding to all students. Like Penelope said I think there is a lot to gain by looking forward with teaching concepts and ideas, I understand we need to look at and discuss models, but it seems the models perhaps don't relate as well as they could to current day schooling environments and attitudes.

I think the 9 guiding principles of teaching are a good summary of things that we can keep as a resource and look at as a reminder of things points that will help us to develop a classroom that is exciting, adaptive and culturally diverse and that sets clear and relevant academic expectations.

In the tute when we were asked the question "What models of teaching and learning are relevant for the 21st century?" Our group listed a range of different models and then came up with the notion that developing a flexible learning environment would be beneficial for both teachers and students. With flexibility the classroom environment can be tailored to meet the needs of different groups, available resources can be integrated in to activities and changes in circumstances can be easily dealt with.

I think as a new generation of teachers we need to think about how we can really make a difference in students learning by taking the time to develop relationships that are beneficial for students and enhance learning rather then being boring old content masters!!!

__Response: Penelope Harris__ I was at Wandin Yallock Primary School recently and the principal gave me a copy of the Shine magazine published by the Department of Education and Early Childhood Development. The feature article for this issue was "Understanding e5 Model". The model we learnt as the five E's of teaching has now been jazzed up to be the "e to the power of 5" model. It still demonstrates the same principles just with a more scientific name. The principal of Wandin Yallock Primary School was discussing with me that it is a great model, but unfortunately most current teachers won't get the chance to learn about it and put it into practice in their classrooms. I expressed that we had been taught it at uni, which the principal was surprised and delighted by. She said that it is great that we will be equipped with this great teaching principle and encouraged me to read more on it and consider how I will use it in my classroom. The government has spent a lot of money rebadging this principle into a new instructional model to improve teaching consistency. They have developed a package which will be delivered to all schools. Ms Pike, the Minister for Education, said "the model presented the government system with an opportunity to develop greater consistency in the quality of teaching that occurs within and across schools and that the model would become an important resource for schools, professional learning providers and teacher training institutes as they work with our current and future workforce. The E5 Instructional Model will provide the focal point for developing a common language for professional conversations, for classroom observations and a basis for ongoing school-based professional learning for teachers and school leaders". So we all need to really focused on the principles - engage, explore, explain, elaborate and evaluate as it seem to be the model that will be heavily promoted in schools. Penelope Harris 25th April 2009

__Response: Kellie Fenton__

I agree with all comments posted about this week’s topic and think it’s exciting to think of the amount of graduate teachers with this fantastic enthusiasm that will be embarking on there teaching journey next year! It is interesting to ponder this idea of teaching vs. educating?? To simply teach material would be sufficient in some people’s eyes but the more we learn about effective teaching, we come to understand that we really need to strive to **__educate__** our students. Educate them about the topics at hand, educate them about the context in which their learning fits, encourage and educate them to further their learning at every chance they get and help them to become engaged in their own learning opportunities as much as possible. Just teaching material WONT cut it anymore and I'm glad i have that mentality bacause i hope it will prove to make me a better teacher.

To look at the different teaching principles is to expose us to the many different ways one can go about best educating our students. As Penelope said, how things have changed over the years…! To think that it is just common practise for us student teachers to know that it is imperative to have adapting curriculum, supportive and productive learning environments and that we MUST understand how children learn by recognizing the difference in learning style and intelligences. We know children learn in different ways, at different stages and it's our responsisbility to know how to best accomodate this to maximise our studetns learning opportunities.

I also agree that the 9 guiding principles of teaching are an excellent resource for us as teachers to hold in our knowledge bank to assist us in creating those learning environments that we want so much to create. I absolutely agree with Orla discussions on assessment and the fact that assessment should focus on the students and their ability to demonstrate this deeper understanding of a topic rather than simple reciting information taught in a test scenario. I have a pretty decent memory hence the reason I often did very well in those multiple choice and short answer tests… but as for what I retain today, I have no understanding of those topics. Assessment needs to shift from something we do because the higher authorities tell us we have to!

We all know what we want to be able to achieve when we step foot into schools, and all this thoery and ideas can sometimes seem overwhelming, but in the end it is all so valuable and is what is going to assist us in being knowledgeable, effective teachers...