Learning and Teaching Part C

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Final part covering Models and Practices underpinning Learning and Teaching. First given as an overview in preparation for developing our Learning and Teaching Principles.

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  • Excellent stuff. Great for sharing with my peers in University. Would appreciate it if u can send all Parts of Learning and Teaching slides to me at kay_kh@hotmail.com. Thanks a million!!!
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  • We have called this first session “Learning and Teaching – putting it all together”. We have had several initiatives addressing Learning and Teaching in the school, the last one with Ruth Sutton in May. I shall attempt to “put it all together”.
  • Learning and Teaching Part C

    1. 1. Learning and Teaching - putting it all together C. Practices and Models
    2. 2. Goals <ul><li>Review some of the more important ideas regarding Teaching and Learning </li></ul><ul><li>Have these in mind as the T & L committee present their first draft of Key Principles of Teaching and Learning </li></ul><ul><li>Provide some ideas to reflect upon </li></ul>
    3. 3. Teaching and Learning <ul><li>a reminder of: </li></ul><ul><li>A. Theories of Learning </li></ul><ul><li>B. Research </li></ul><ul><li>C. Practices and Models </li></ul>
    4. 4. C. Practices and Models of T & L <ul><li>1. Backwards Planning </li></ul><ul><li>2. New Literacies for Success in the Information Age </li></ul><ul><li>3. Authentic Learning and Assessment Tasks </li></ul><ul><li>4. Ruth Sutton </li></ul><ul><li>5. Optimal Learning </li></ul>
    5. 5. C. Practices and Models of T & L <ul><li>1. Backwards Planning </li></ul><ul><li>Identify desired results </li></ul><ul><li>Determine acceptable evidence </li></ul><ul><li>Plan learning experiences and instruction </li></ul>
    6. 6. C. Practices and Models of T & L <ul><li>2. New Literacies for Success in the Information Age </li></ul>
    7. 7. New Literacies for success in the Information Age
    8. 8. C. Practices and Models of T & L <ul><li>3. Authentic Learning and Assessment Tasks </li></ul><ul><li>A G oal </li></ul><ul><li>A R ole </li></ul><ul><li>An A udience </li></ul><ul><li>A S ituation </li></ul><ul><li>A P erformance </li></ul><ul><li>& S tandards </li></ul>
    9. 9. C. Practices and Models of T & L <ul><li>4. INSET on Monday </li></ul><ul><li>3 rd May, 2004, by </li></ul><ul><li>Ruth Sutton </li></ul><ul><li>“What kind of learners </li></ul><ul><li>are we?” </li></ul>
    10. 10. Styles of learning <ul><li>Visual </li></ul><ul><li>Auditory </li></ul><ul><li>Reading </li></ul><ul><li>Kinesthetic </li></ul><ul><li>What’s your preference? </li></ul><ul><li>What do you think your students’ learning styles are, and how do you know? </li></ul>
    11. 11. And approaches to thinking? <ul><li>Abstract </li></ul><ul><li>Or </li></ul><ul><li>Concrete? </li></ul>
    12. 12. Sequential or Random?
    13. 13. Bloom’s Taxonomy <ul><li>There are different levels of thinking and thinking activities </li></ul><ul><li>Starting with the easiest: </li></ul><ul><li>Knowledge > Comprehension > Application > Analysis > Synthesis > Evaluation </li></ul><ul><li>Our job is to challenge and enhance our students’ thinking through the tasks we provide for them </li></ul>
    14. 14. C. Practices and Models of T & L <ul><li>5. Optimal Learning with Trevor Hawes </li></ul>“ If you think you can, or if you think you can’t, you’re right”
    15. 15. C. Practices and Models of T & L <ul><li>5. Optimal Learning with Trevor Hawes </li></ul>Triune Brain: Reptilian Limbic Neo-cortex
    16. 16. C. Practices and Models of T & L <ul><li>5. Optimal Learning with Trevor Hawes </li></ul>Learning Implications: Consider learner differences Develop whole-brain usage Learning how to learn Music to anchor states Rich and stimulating environment Teach as if the brain mattered
    17. 17. Teachers – How does classroom practice facilitate Optimal Learning for all students? <ul><li>Do Teachers: </li></ul><ul><li>Ensure conditions right for learning </li></ul><ul><li>Present in ways student can A cquire and A bsorb it </li></ul><ul><li>Enable students to C onstruct meaning </li></ul><ul><li>Review for effective recall and retention ( T ransfer into long term memory) </li></ul><ul><li>Provide feedback and celebrate success </li></ul><ul><li>Recognise and celebrate all forms of intelligence </li></ul><ul><li>Take into account gender and learning? </li></ul><ul><li>Tune students in to CITV and WIIFM ? </li></ul>
    18. 18. Teachers – How does classroom practice facilitate optimal learning for all students? <ul><li>Are Students: </li></ul><ul><li>Relaxed to learn </li></ul><ul><li>Setting goals </li></ul><ul><li>Feeling challenged, curious, confident </li></ul><ul><li>Switching on their RAS </li></ul><ul><li>Finding the material relevant and relating to previous learning </li></ul><ul><li>Working whole-brained (Left/Right) </li></ul><ul><li>Working VAK -ly (or VARK -ly) </li></ul><ul><li>Constructing meaning </li></ul><ul><li>Using and developing all intelligences </li></ul><ul><li>Reviewing – running electricity around at least 5 times? </li></ul>
    19. 19. C. Practices and Models of T & L <ul><li>5. Optimal Learning with Trevor Hawes </li></ul>A good teacher reaches 80% of her students; a great teacher reaches 80% of her students. What is the difference? The good teacher reaches the same students lesson after lesson, the great teacher varies her techniques to reach ALL students over time.
    20. 20. Goals <ul><li>Review some of the more important ideas regarding Teaching and Learning </li></ul><ul><li>Have these in mind as the T & L committee present their first draft of Key Principles of Teaching and Learning </li></ul><ul><li>Provide some ideas to reflect upon </li></ul><ul><li>(Presentation given 27 th September 2004 </li></ul>

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