The document discusses the paradigm shift from an instruction-focused approach to a learning-centered approach in teaching. It highlights the roles, criteria for success, and strategies involved in both paradigms, emphasizing the importance of facilitating student learning. The conclusion reinforces that while instruction is necessary, teachers must also prioritize enabling students to construct their own knowledge.

1. Paradigms of Teaching:
Instruction and Learning
GLENN MARTIN
JULY 2018

2. Introduction
The teacher’s role has traditionally been seen in
terms of instruction, or the delivery of content.
Accordingly, the lecture has been seen as the
primary teaching function.
Over the last 30 years or so, the emphasis has
shifted towards learning, and what teachers can
do to facilitate learning by their students.

3. Overview
We now refer to “teaching and learning” rather than just “teaching”. The former
can be called the Learning Paradigm, while the latter can be called the Instruction
Paradigm. What are the features of this paradigm shift? There are three aspects.
INSTRUCTION PARADIGM LEARNING PARADIGM
What is the mission?
What are the criteria for success?
What is the approach to teaching/learning strategies?

4. The mission of the teacher
INSTRUCTION PARADIGM LEARNING PARADIGM
To provide instruction; to deliver curriculum To enable/produce student learning
To transfer knowledge from teacher to students To elicit student understanding and students’
construction of own knowledge
To present courses To create powerful learning environments
To improve the quality of instruction To improve the quality of learning

5. The criteria for success
INSTRUCTION PARADIGM LEARNING PARADIGM
The quality of resources and other curriculum
inputs
Student learning outcomes
The quality of entering students The quality of exiting students
Curriculum development Enhancement of learning methods and
technologies

6. The approach to teaching/learning
strategies
INSTRUCTION PARADIGM LEARNING PARADIGM
50-minute lectures + tutorials Variety of learning modes
Rigid format for delivery Mixture of formats, responsive to student learning
needs
Focus on covering the material Focus on student understanding, and evidence of
learning and understanding
End-of-course exam Pre-assessment, formative assessment and
summative assessment tasks

7. Conclusion
The Learning Paradigm accepts that teaching (presenting,
explaining etc) is a valid and necessary role, but the teacher
also needs an understanding of the importance of enabling
and facilitating student learning.
The Learning Paradigm fits into a broader framework that
describes the purposes, capabilities and tasks of the
teaching/learning role.
For other slide sets on teaching and learning topics, search
“Glenn Martin” on Slideshare.
Contact: glenn@glennmartin.com.au

8. References
There are many articles and books that discuss the distinctions between teaching and learning.
The article below provides a good account of the concepts involved.
Barr, RB and Tagg, J (1995), From teaching to learning: A new paradigm for undergraduate
education, Change, Nov/Dec, pp. 12-25.