Ilene's 3x3 on Learning & Teaching Philosophy
Slide 3 doesn't show up nicely; it does download nicely. Slide 1 Knowing, Learning and Teaching Philosophy Talking Point: Develop “Yes, and” thinking rather than “Yes, but” arguing when investigating new ideas. As in, “Yes, that idea about how to inquire during discussion in a social science class does help students learn to ask questions, and in my biology class I’m going to have to think about whether that practice would be more useful at the middle or end of the course, and what would happen if I asked students to shape questions at the beginning of the semester that they will work to have answers for by the end of the semester.” Top photo – students working in groups: social nature of learning, constructivism Middle photo – key+lock=unlocking: demystify learning process, overall, in discipline Photo to the right – from small group discussion of readings: using student learning as the basis for more student learning, building of ideas. Transcription in that image: Respect Backgrounds: • Deal with issues – Don’t ignore things • Dynamic Structures – no one way to deal with issues • The imperative of creating a “safe” [to take risk] environment • Organic teaching Slide 2 Knowing, Learning and Teaching Philosophy Talking Point: Multicultural Inclusive Learning and Teaching is Everyone’s Every Day Work. Period. So I need to understand learning as a complex process (learn, unlearn, relearn) that involves multiple modes of knowing / understanding (cognitive, affective, social, psychological, kinesthetic/motor/skill). Transcription of words in animation, with key theorists named: • Transcription of words in animation, with key theorists named: • Existing, New & Re- Frames: transformative & adult learning, Mezirow & Brookfield • Cognitive Social Collaborative :constructivism; Biggs & Tang and Warlick (2 cents) • Emotional Intellectual Cultural: affective/psychological/cultural; Jackson & Hardiman, and Fried • Disrupting Disorienting Reorienting: development; Perry, Belenky & Baxter-Magolda Slide 3 Knowing, Learning and Teaching Philosophy Talking Point: More Learning for More Students begins with understanding teaching, learning, meaning making and knowledge production are interactive, iterative processes that can be developed across a course and within class sessions. Course alignment – aims, activities, assessments – depends on a 4ith classroom factor: atmosphere – physical, cognitive and emotional classroom climates. This is the basic visual representation of the Aligned Course Design framework, which begins with mapping the teaching/learning Environment that provides a context for the course you’re developing or re-designing. The design cycle then moves into development of student Learning Outcomes to ground the course Curriculum. From this base, teachers move onto (1) developing SMART assessments (specific, measureable, attainable, relevant, and
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Ilene's 3x3 on Learning & Teaching Philosophy
- 1. + On Learning and Teaching in Higher Education Ilene D. Alexander, PhD
- 2. • Existing Frames • Cognitive • Emotional To • Disrupting Learn • New Frames • Social • Intellectual To • Disorienting Unlearn • Re-Framing • Collaborative • Cultural To • Reorienting Relearn
- 3. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Intended Learning Outcomes Learning LEARNERS Learning & Feedback & Assessment Teaching Activities Components Unlearning Relearning Constructivist Course Design Adapted from L. Dee Fink, and from John Biggs & Catherine Tang
Editor's Notes
- Top photo – students working in groups: social nature of learning, constructivismMiddle photo – key, lock = unlocking: demystify the learning process, generally and within disciplinePhoto to the right – image from classroom discussion of readings during a session of GRAD 8101: using student learning as the basis for more student learning, building of ideas. Transcription of image on the right:Respect Backgrounds:Deal with issues – Don’t ignore thingsDynamic Structures – no one way to deal with issuesThe imperative of creating a “safe” [to take risk] environmentOrganic teachingKnowing, Learning and Teaching Philosophy Talking Point: Develop “Yes, and” thinking rather than “Yes, but” arguing when investigating new ideas. As in, “Yes, that idea about how to inquire during discussion in a social science class does help students learn to ask questions, and in my biology class I’m going to have to think about whether that practice would be more useful at the middle or end of the course, and what would happen if I asked students to shape questions at the beginning of the semester that they will work to have answers for by the end of the semester.”
- Existing, New and Re- Frames – link to transformative and adult learning, Mezirow and BrookfieldCognitive Social Collaborative – constructivism, processes/processing and modes of interaction; Biggs& Tang and Warlick (2 cents)Emotional Intellectual Cultural – affective/psychological/cultural dimensions of learning and necessary bridging; Jackson & Hardiman, and FriedDisrupting Disorienting Reorienting – overall developmental processes; Perry, Belenky and Baxter-MagoldaKnowing, Learning and Teaching Philosophy Talking Point: Multicultural Inclusive Learning and Teaching is Everyone’s Every Day Work. Period. So I need to understand learning as a complex process (learn, unlearn, relearn) that involves multiple modes of knowing / understanding (cognitive, affective, social, psychological, kinesthetic/motor/skill).
- This is the basic visual representation of the Aligned Course Design framework, which begins with mapping the teaching/learning Environment that provides a context for the course you’re developing or re-designing. The design cycle then moves into development of student Learning Outcomes to ground the course Curriculum. From this base, teachers move onto (1) developing SMART assessments (specific, measureable, attainable, relevant, and targeted), and (2) selecting teaching/learning presentations, classroom activities, out-of-class assignments, and supporting resources.Alignment = atmosphere +aims + activities + assessment.Knowing, Learning and Teaching Philosophy Talking Point: More Learning for More Students begins with understanding teaching, learning, meaning making and knowledge production are interactive, iterative processes that can be developed across a course and within class sessions. Course alignment – aims, activities, assessments – depends on a 4ith classroom factor: atmosphere – physical, cognitive and emotional classroom climates.