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501 ICE Section 8: Law of the Learner Maximisers
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501 ICE Section 8: Law of the Learner Maximisers

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Teaching notes used at Life Transforming College international - 501, Introduction to Christian Education.

Teaching notes used at Life Transforming College international - 501, Introduction to Christian Education.

Published in: Spiritual, Education
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  • 1. Law 1: The Law of the Learner Method and Maximisers Monday, 9 September 13
  • 2. Law 1: The Law of the Learner Method and Maximisers Law 1 - the law of the learner: The teacher is responsible for causing the student to learn Monday, 9 September 13
  • 3. Sometimes a class goes really well - and at other times rather less well! This section is designed to help you understand why and what to do about it. Monday, 9 September 13
  • 4. The Learner method What does there need to be in a Christian classroom for the teaching- learning experience to take place? Monday, 9 September 13
  • 5. Monday, 9 September 13
  • 6. 1. Students Monday, 9 September 13
  • 7. 1. Students 2. Subject - content / skill to be learned Monday, 9 September 13
  • 8. 1. Students 2. Subject - content / skill to be learned 3. Style - how it will be taught, method, manner Monday, 9 September 13
  • 9. 1. Students 2. Subject - content / skill to be learned 3. Style - how it will be taught, method, manner 4. Speaker - the instructor Monday, 9 September 13
  • 10. 1. Students 2. Subject - content / skill to be learned 3. Style - how it will be taught, method, manner 4. Speaker - the instructor 5. Holy Spirit Monday, 9 September 13
  • 11. These are the ultimate causes of learning - the way you manage these determines success or failure in the classroom Each one of these controls a different part of the teaching-learning process. If you have a problem it is essential to look at these. Monday, 9 September 13
  • 12. The Learner method: 3 major relationships These deal with how the teacher relates to your: subject, students, style Monday, 9 September 13
  • 13. Note the arrows all start with the teacher - and end with the student. The learner method (LM) focusses on how the three S’s work Speaker Teacher What Subject Content Message How Style Climate Method Who Student Character Mentor Monday, 9 September 13
  • 14. Speaker Teacher What Subject Content Message How Style Climate Method Who Student Character Mentor The Subject represents the what, The Student the who, The Style is how Teaching is how to teach what to who! Monday, 9 September 13
  • 15. Each teacher is strongest in one of the areas Which is your strength? Rank the three based on the following descriptions. What Subject Content Message How Style Climate Method Who Student Character Mentor Monday, 9 September 13
  • 16. What Subject Content Message How Style Climate Method Who Student Character Mentor Monday, 9 September 13
  • 17. Subject oriented: love the content - more material than needed, often hurry to finish a class - enjoy explaining things - like to research - have to avoid over complicating What Subject Content Message How Style Climate Method Who Student Character Mentor Monday, 9 September 13
  • 18. What Subject Content Message How Style Climate Method Who Student Character Mentor Monday, 9 September 13
  • 19. What Subject Content Message How Style Climate Method Who Student Character Mentor Student oriented: love the students, think of them as friends - interested in them in and out of class, like an extended family - can tend to stray from the subject because you want to help them so much Monday, 9 September 13
  • 20. What Subject Content Message How Style Climate Method Who Student Character Mentor Monday, 9 September 13
  • 21. What Subject Content Message How Style Climate Method Who Student Character Mentor Style oriented: love what takes place in the process of teaching / learning - love seeing a class that is ‘alive’ with excitement and interest - like to be creative in class, never boring, spontaneous, varied, simply loves to teach Monday, 9 September 13
  • 22. Relationship 1: The Speaker to the Subject If the subject is your greatest strength: You think about the material most, love the ‘deep’ things Students call you a ‘scholar’, think you are smart, probably think you expect too much from them, some run flat out to keep up Monday, 9 September 13
  • 23. Relationship 1: The Speaker to the Subject If the subject is your greatest strength: You think about the material most, love the ‘deep’ things Students call you a ‘scholar’, think you are smart, probably think you expect too much from them, some run flat out to keep up Jesse Owens, May 1935, broke three world records in the space of 70 minutes. 1936 Berlin Olympics, he won four gold medals: 100 meters, long jump, 200 meter sprint, and 400 meter relay. Monday, 9 September 13
  • 24. If the subject is your greatest weakness: Insecure about content, depend heavily upon your notes, prefer not to answer questions, other peoples material always seems better than your own Monday, 9 September 13
  • 25. Relationship 2: The Speaker to the Student Relating to students is your strength: Students think you are ‘in touch’ with them, cool, an encourager, you care for them You think students are more important than content, you share your life with them, eat with them etc. Monday, 9 September 13
  • 26. If the student relationship is your greatest weakness: Not comfortable around students, arrive as class begins, leave quickly, refer to you by title not name. Could be thought of as aloof or proud, theoretical not practical, concerned about content, only know a few names half way through the course! Monday, 9 September 13
  • 27. Relationship 3: The Speaker to the Style Students think you are a good communicator, motivating, time flies by in class, like your variety and creativity You love to communicate and love a good response, love to work on stories , illustrations etc. you teach with all your heart & energy, like different methods to be used, won’t lecture Monday, 9 September 13
  • 28. If the style is your greatest weakness: Lecture is your middle name, you stand and deliver - nothing more or less Students feel bored, class is predictable, attention not held - sleep might follow Monday, 9 September 13
  • 29. Law 1 - the law of the learner: The teacher is responsible for causing the student to learn 17 Monday, 9 September 13
  • 30. Identifying the problem Problems in the classroom are shown by students attitudes - they tell you what is wrong. Look at the following examples - identify the root problem, then read the potential solution. Monday, 9 September 13
  • 31. Problem: Solution: 1. I can’t stand my teacher. I don’ think he knows my name. I’m not going to study in his class. He doesn’t care about me. Monday, 9 September 13
  • 32. 1. I can’t stand my teacher. I don’ think he knows my name. I’m not going to study in his class. He doesn’t care about me. Problem: Student relationship - feels the teacher is uncaring Solution: Demonstrate using personal stories and public affirmation that you do really care Monday, 9 September 13
  • 33. 1. I can’t stand my teacher. I don’ think he knows my name. I’m not going to study in his class. He doesn’t care about me. Problem: Student relationship - feels the teacher is uncaring Solution: Demonstrate using personal stories and public affirmation that you do really care Memorise and use student names Use more personal stories - including failures Compliment students in class and on papers Make eye contact - especially with those who might seem isolated and unattached Give out an anonymous questionnaire Monday, 9 September 13
  • 34. Problem: style - teacher only uses one Solution: introduce some variety 2. Lecture, lecture, lecture - that’s all my teacher does Monday, 9 September 13
  • 35. Problem: style - teacher only uses one Solution: introduce some variety 2. Lecture, lecture, lecture - that’s all my teacher does Record % of time spent lecturing Look at; what you do in class, what your students do, what you do together Open and close classes with something creative Introduce special visiting speakers or films or... Monday, 9 September 13
  • 36. 3. My teacher’s head is in the clouds - none of us understand what they are speaking about most of the time Problem: Solution: Monday, 9 September 13
  • 37. Problem: subject - too complex, too much material Solution: stop covering the subject and start teaching the students - and make sure they understand it 3. My teacher’s head is in the clouds - none of us understand what they are speaking about most of the time Monday, 9 September 13
  • 38. 4. We have no discussion in class, if we want to ask questions we are told to wrte it down and it will be answered in the next class. I could have just read the textbook. Problem: Solution: Monday, 9 September 13
  • 39. Problem: style Solution: find styles that suit the needs of the students - help them to grow 4. We have no discussion in class, if we want to ask questions we are told to wrte it down and it will be answered in the next class. I could have just read the textbook. Monday, 9 September 13
  • 40. 5. Class is so simple - we learn stuff we did two years ago - we never learn anything new. Problem: Solution: Monday, 9 September 13
  • 41. 5. Class is so simple - we learn stuff we did two years ago - we never learn anything new. Problem: Solution: THE SOLUTION: THIS + IS + FAR + TOO = EASY 6851 + 51 + 390 + 622 = 7914 A = 9 E = 7 F = 3 H = 8 I = 5 O = 2 R = 0 S = 1 T = 6 Y = 4 Monday, 9 September 13
  • 42. Problem: subject - teacher does not know the students level Solution: reduce reviewing old material - introduce new - talk about how the new stuff will help their lives 5. Class is so simple - we learn stuff we did two years ago - we never learn anything new. Monday, 9 September 13
  • 43. 6. I can’t believe our teacher expects us to read these books - they are way ahead of our level - I have to look up every other word in the dictionary Monday, 9 September 13
  • 44. Problem: subject - teacher is out of touch with the ability of the students 6. I can’t believe our teacher expects us to read these books - they are way ahead of our level - I have to look up every other word in the dictionary Monday, 9 September 13
  • 45. Problem: subject - teacher is out of touch with the ability of the students Solution: change the way reading is assigned - basic, intermediate, advanced - encourage students to read books just above their ability level - teach at the level below the top 10% and offer challenges for the more advanced students 6. I can’t believe our teacher expects us to read these books - they are way ahead of our level - I have to look up every other word in the dictionary Monday, 9 September 13
  • 46. Problem: subject - teacher is out of touch with the ability of the students Solution: change the way reading is assigned - basic, intermediate, advanced - encourage students to read books just above their ability level - teach at the level below the top 10% and offer challenges for the more advanced students 6. I can’t believe our teacher expects us to read these books - they are way ahead of our level - I have to look up every other word in the dictionary Monday, 9 September 13
  • 47. Problem: student - teacher has abandoned their job and the students rule Solution: establish rules for behaviour in class - along with consequences for disobedience. Practice consistently 7. Class is out of control - people throw things, no respect for the teacher - the teacher yelling at us and sometimes crying Monday, 9 September 13
  • 48. 7 tips aimed at further helping you to use the law and thus get the most out of the method. They will make you more skilled in using the law. Learner Maximisers Monday, 9 September 13
  • 49. Matt 22:37-40 - love God, love your neighbour Wilkinson says this is the most important maximiser in the whole of the book. Apply 1 Cor. 13 to your students - when did you last sit in a class and think this is all about the students? Wilkinson also suggests that love includes passion, intensity, fervency - sadly lacking in many classes. 1. Love your students consistently and unconditionally Monday, 9 September 13
  • 50. What might you love about teaching? Content, Communication, Lifestyle Jesus was so passionate about communicating with his class that he left the glory of heaven in order to sacrifice himself for them - that is being passionate with love for your students. Monday, 9 September 13
  • 51. Become people sensitive when you teach. Are you aware of what your class needs - is your hand on the pulse? [The Law of Need will address this later] 2. Communicate the subject with the students’ needs and interests in mind Monday, 9 September 13
  • 52. Can you change style depending upon the occasion - or are you one dimensional? Can you; talk pastorally on different levels (e.g. confront and comfort); preach and lead a small group deeper in God? 3. Alter your style regularly according to each situation Monday, 9 September 13
  • 53. Can you change style depending upon the occasion - or are you one dimensional? Can you; talk pastorally on different levels (e.g. confront and comfort); preach and lead a small group deeper in God? 3. Alter your style regularly according to each situation Monday, 9 September 13
  • 54. According to Wilikinsons own research, 80% of students he questioned said they were bored in class the majority of the time. This is not about the student or subject - it is about the teacher. Good teachers make a ‘boring’ subject interesting - it comes alive. Monday, 9 September 13
  • 55. According to Wilikinsons own research, 80% of students he questioned said they were bored in class the majority of the time. This is not about the student or subject - it is about the teacher. Good teachers make a ‘boring’ subject interesting - it comes alive. Monday, 9 September 13
  • 56. Do not preach another persons sermon - or in their style No matter how much you admire someone else or their gifting Be Yourself not a copycat 4. Rest in your gifts and talents - be yourself Monday, 9 September 13
  • 57. Read them and their body language - many times you don’t need words, just read the non-verbal clues 5. Constantly note your students’ attitudes, attention and actions Monday, 9 September 13
  • 58. Read them and their body language - many times you don’t need words, just read the non-verbal clues 5. Constantly note your students’ attitudes, attention and actions Monday, 9 September 13
  • 59. Good sportsmen play to their strengths - limiting the areas their opponent can play to. A batsman does not spend all his time practicing bowling. Php 3:13 - one thing I do... Don’t try to do everything well - you don’t need to. 6. Excel by using your strengths to compensate your weaknesses Monday, 9 September 13
  • 60. Improve weaknesses until they are not irritating to other people Use your strengths to compensate for your weaknesses Monday, 9 September 13
  • 61. Improve weaknesses until they are not irritating to other people Use your strengths to compensate for your weaknesses 1 - At the end of the day 2 - Fairly unique 3 - I personally 4 - At this moment in time 5 - With all due respect 6 - Absolutely 7 - It's a nightmare 8 - Shouldn't of 9 - 24/7 10 - It's not rocket science Monday, 9 September 13
  • 62. This is above your natural ability. HS was also described as one of the major causers of learning. The most powerful learning occurs when human and Divine teachers move in cooperation - Holy Spirit bringing revelation into the hearts of the students 7. Rely on the Holy Spirit for teaching that is supernatural Monday, 9 September 13
  • 63. This is above your natural ability. HS was also described as one of the major causers of learning. The most powerful learning occurs when human and Divine teachers move in cooperation - Holy Spirit bringing revelation into the hearts of the students 7. Rely on the Holy Spirit for teaching that is supernatural Monday, 9 September 13
  • 64. Monday, 9 September 13
  • 65. This is shown in there being 3 levels of teaching: Monday, 9 September 13
  • 66. This is shown in there being 3 levels of teaching: Selfish level - teacher uses their natural gift, responsible for covering material but nothing more. Monday, 9 September 13
  • 67. This is shown in there being 3 levels of teaching: Selfish level - teacher uses their natural gift, responsible for covering material but nothing more. Servant level - teacher serves the students with all his energy and focusses on them and their needs Monday, 9 September 13
  • 68. This is shown in there being 3 levels of teaching: Selfish level - teacher uses their natural gift, responsible for covering material but nothing more. Servant level - teacher serves the students with all his energy and focusses on them and their needs Spirit level - as with servant but also in cooperation with HS in all aspects of the lesson - this launches things to a new level in God Monday, 9 September 13
  • 69. Law 1 - the law of the learner: The teacher is responsible for causing the student to learn 41 Monday, 9 September 13

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