Elements of good teaching
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This presentation was prepared for the Architecture Faculty and Students of FEU. This is part of their faculty and student development program. This presentation centered on my subjective view of the elements of "good teaching". Relevant concepts were presented such as TPACK, Heutagoy, and Bloom's Taxonomy of Objectives.
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Elements of good teaching
- 1. IARFA Faculty and Student Development Program 4/13/2021 1
- 2. Teaching is 50% teaching and 50% assessment Good teaching is one-fourth preparation and three-fourth theater (Gal Godwin) 4/13/2021 2 Knowledge of the Subject Matter Knowledge of the Learner Repertiore of Instructional Skills Source: https://www.igi-global.com/dictionary/innovations-in-mobile- photography-for-digital-age-teachers-and-learners/29466 My subjective view of the elements of “good” teaching...
- 3. What is CURRICULUM? Includes all KNOWLDEGE, SKILLS, and LEARNING EXPERIENCES provided to students within the school program Content, Know-how, Disciplinal, Expertise 21st Century Skills Learning environment and spaces, teaching- learning activities, school activities on how to acquire those knowledge and skills How can we know that we are achieving these? 4/13/2021 3
- 4. PEDAGOGICAL CONTENT KNOWLEDGE Pedagogical Knowledge Content Knowledge INTENDED LEARNING OUTCOMES (ILOs) TEACHING –LEARNING ACTIVITIES (TLAs) OBE is Learner- Centered ASSESSMENT TASKS (ATs) (TLAs should be aligned to ILOs & ATs) Step 2. Action Plan Step 3. Additional Practice Step 4. Giving Feedback & Feed forward CURRICULUM (CMOS, PRC, DepEd, HEIs & TEIs VMOs,Industry, Professional Associations/Groups, etc.) PROGRAM (PILO: Program Intended Learning Outcomes) COURSE (CILO: Course Intended Learning Outcomes) (Assessments should be aligned to ILOs & TLAs) OPEN-ENDED QUESTIONS § Valid and Reliable Rubric § It’s the kind of assessment that matter Students’ neuron should be fired and wired Make students like school Design activities that will make (mind) them think Learning Outcomes Step 1. Writing Daily (Lesson/Mdule) Intended Learning Outcomes (DILO) From Teaching TO Facilitating Concept developed/taken from the following references: 1. Barr, R. B., & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change, 27(6), 13–25. 2. Hattie, J. & Yates, G. (2014). Why don’t Students Like Learning at School (The Willingham Thesis). In Visible Learning and the Science of How We Learn (pp. 3-10). New York, NY: Routledge. 3. Hattie, J. & Yates, G. (2014). Is Knowledge an Obstacle to Learning. In Visible Learning and the Science of How We Learn (pp. 11-15). New York, NY: Routledge. 4. Doyle, T. (2012). From Lecturer to Facilitator. In Learner Centered Teaching: Putting the Research on Learning Into Practice (pp. 51- 62). Sterling, VA: Stylus Publishing. MACRO MICRO (OBTL) Alignment of ILOs, TLAs & ATs should be strictly observed Alignment of intended, implemented and assessed curriculum is called “constructive alignment” – John Biggs, 2007) 4/13/2021 4
- 5. Intended Learning Outcomes (ILO) Assessment Tasks (ATs) Teaching- Learning Activities (TLAs) Explicit /Written Curriculum Implicit Curriculum 4/13/2021 5
- 6. 4/13/2021 6 Knowledge of the Subject Matter Knowledge of the Learner Repertiore of Instructional Skills Source: https://www.igi-global.com/dictionary/innovations-in-mobile- photography-for-digital-age-teachers-and-learners/29466 § three forms of knowledge (CK, PC,TK) § technology integration (EdTech) Learrning styles: § VAK (D.Kolb) Multiple Intelligences LearningTheories TPACK Framework
- 7. Shifting from Pedagogy to Heutagogy in Education (teachthought)... • Pedagogy is teacher-centered • content → teacher → student • Andragogy is student-centered • established structure so that students will be self-directed • Heutagogy....(student teacher) = student → content • Humanism (C. Rogers) and Constructivism (Dewey, Freire, Piaget, Bruner, Vygotsky) • People are natural and very efficient learners (Rogers, 1969) • Self-directed and self-determined learning (Greek word for self) • innate power of people to learn • power to learn is frimly in the hands of the learner and not to the teacher • established learning environment where students can determine their own goals, learning paths,processes and products. • More learner maturity and autonomy, less instructor control 4/13/2021 7
- 8. Source: Saskatchewan Education. Instructional Approaches: A Framework for Professional Practice Regina, SK: Saskatchewan Education Instructional Framework 4/13/2021 8
- 9. “effective” or “good” teaching is? ___________ Effective teaching is context-driven (P. Hallinger). Reference: Hallinger, P. (2011). A review of three decades of doctoral studies using the principal instructional management rating scale: A lens on methodological progress in educational leadership. Educational Administration Quarterly, 47(2), 271-306. Hallinger, P., Wang, W. C., Chen, C. W., & Liare, D. (2015). Assessing instructional leadership with the principal instructional management rating scale. Dordrecht: Springer. Source: Saskatchewan Education. Instructional Approaches: A Framework for Professional Practice Regina, SK: Saskatchewan Education 4/13/2021 9
- 10. “What they say about effective teaching and active learning” § Effective teachers exhibit passion for their subject, are knowledgeable about and care for students, use variety of teaching strategies, and help students appreciate the relevance of information to their own context. (Furhman et al., 2010) § Students viewed educators as effective when they exhibit humor, enthusiasm, compassion, empathy, and more interested in and concerned for students outside the classroom. 4/13/2021 10
- 11. “What they say about effective teaching and active learning” § Learning should not be merely a measurable experience in which students are expected to acquire new knowledge. Learning can be a transformative experience that changes people, enrich life, and enlarge their perspective. (transformative learning - Jack Mezirow, 1978) 4/13/2021 11
- 12. Outcomes-Based Education Framework Source: CHED, 2014 4/13/2021 12
- 13. CHED: PSGs [CMOs No 74-83, Series of 2017] § Program Description § Program Indicators § Program Outcomes § Course Outcomes HEIs VMOs DepEd Orders § PPST (D.O No. 42, Series of 2017 § D.O. No. 70, Series of 2012 [Guidelines in Preparation of the daily lesson on plan] § D.O. No. 29, Series of 2017; D.O. No. 8, Series of 2015 [Policy Guideline on Classroom Assessment for the K- 12 Basic Education Program] TEIs VMOs Learning Outcomes Teaching and Learning Activities Assessment Tasks Licensure Examination for Teacher (LET) Competencies for Professional Education Courses 4/13/2021 13
- 14. Philippine Professional Standards for Teachers (PPST) CAREER STAGES D.O. No. 42, Series of 2017 DISTINGUISH TEACHER HIGHLY PROFICIENT TEACHER . PROFICIENT TEACHER BEGINNING TEACHER 4/13/2021 14
- 16. 4/13/2021 16
- 17. PASSIVE LEARNING ACTIVE LEARNING Debate, Define, Create, Evaluate LEARNING ACTIVITIES Define, List, Describe, Explain Demonstrate, Apply, Practice LEARNING OUTCOMES 10% what they read 20% what they hear 30% of what they see 50% what they see and hear 70% what they SAY and WRITE 80% when they TEACH OTHERS 90% of what they DO 4/13/2021 17
- 18. Lecture? §Attentive 40% of the time §50-100 words out of 100-200 words/minute §Adding VISUAL AID increased retention from 14-38% §Retain 70% of what they hear in the first 10 minutes and 20% during the last 10 minutes. 4/13/2021 18
- 19. = to show or explain encourage someone to accept as a fact or principle to give information about instruction give intellectual, moral and social instruction give advice and show the way Inspire Empower Motivate 4/13/2021 19
- 20. 4/13/2021 THANK YOU!!! Jeremy Floyd L. Pedregosa jpedregosa@feu.edu.ph Academic Staff Institute of Education Far Eastern University - Manila 20