Lecture 2: Learning is Student-Specific

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Del curso dictado por Commonwealth Education Trust

Foundations of Teaching for Learning: Curriculum

132 calificaciones

Commonwealth Education Trust

Foundations of Teaching for Learning: Curriculum

132 calificaciones

The Foundations of Teaching for Learning programme is designed for teachers and educators of all abilities and backgrounds; from those who are new to the classroom and looking for development, to experienced teachers ready to reboot their skills for modern education. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your professional skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. Curriculum is a framework for guiding teaching and learning. This course provides an opportunity for you to consider the relationship between the teacher, the learner and the curriculum. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

De la lección

Putting students first

The focus of this week is learning before teaching – putting students first. You will learn about the three-way relationship of the teacher, the curriculum, and the students. As a teacher, you have to be able to contextualize a curriculum that has been made available to you. The curriculum is a general set of content and pedagogic strategies which have to be made real, relevant, and as contextualized as possible for each and every one of the students. The topics to be covered this week are: the three-way relationship, learning as student-specific, theories of student learning, and student-centered teaching.

Lecture 1: A three-way Relationship7:08

Lecture 2: Learning is Student-Specific10:50

Lecture 3: Theories of Student Learning8:32

Lecture 4: Student-Centered Teaching8:17

Conoce a los instructores

Associate Professor Suseela Malakolunthu
Director of the Leadership for Learning and Research Network
University of Malaya, Malaysia
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

Welcome to foundations of teaching for learning.

This is week three, putting students first.

And lecture two today will focus on learning is student-specific.

It is very important as teachers to understand children's phases of growing up.

The different stages of development that children go through

will have different kinds of needs and characteristics.

It have four categories here,

the primary years, that is around five to seven year old kids.

Middle years, around seven to ten year old children.

The pre-teens around 11 to 13 year old children, and the early teens,

that is 14 to 16.

Now, we shall look at each stage in turn.

The primary years.

That is, five to seven year old children.

And they are very highly receptive, and

they learn largely by observing, listening, and doing.

So, knowing the stage of development, and

the different ways by which children learn will be very helpful for

teachers to design their teaching activities and the different kind of

teaching strategies that will bring about effective learning in children.

The middle years, that is eight to ten years.

Children of this category, usually for them, friendships begin to matter more.

Their self concepts take enhanced shape.

They're keen to copy and make friends with others.

Eager to answer questions.

Personal interests and hobbies develop.

Expect appreciation of their ideas.

So, what does this mean to a teacher?

For example, they are eager to answer questions, so teachers do have to think

about giving them more time to answer, reply or participate in activities.

Since friendships begin to matter more,

they might enjoy a lot of group activities.

And also their personal interests and hobbies develop during this period, so

teacher may want to take advantage of this, and start forming some kind of

interest group, or hobby clubs that will attract the students attention.

The Pre-Teen Years that is 11 to 13 year old children come under this category.

For them, personal acceptance becomes important.

Growing influence of peer groups, cliques, and gangs is another factor.

They begin to identify with and imitable idols.

New discoveries of personal ability.

And tendency to show off and wish to impress others.

They seek independence, and test out new levels, boundaries and behaviors.

One example that I may want to raise here is with regard to imitating idols.

At this stage, they love to identify themselves with some big names,

idols, icons.

So, teachers may want to draw the attention of the students to some idols,

maybe musical figures or some artist or some actors or

some maybe football players, and to start relating their teaching and

assignments with this kind of background will be helpful.

And they also like to work in groups, peer groups important for them.

So, put the in more group activities and

that will also bring about fruitful benefits for the children in the class.

And they also like to test out new levels and boundaries, as I said earlier.

Maybe project based assignments, which will allow them to go out and

discover things, explore some new ideas, might be very helpful at this point.

The early teenage years, that is between 14 and 16 year old children.

At this point, children have heightened self-consciousness.

Their personal image and grooming begins to matter, and

heightened sexual awareness, excitement over little truths,

learning assumes new dimensions at this point, and they like to make choices

in the actions and their relationships become more important at this point.

So, and they also tend to start to question a lot and resist authority.

So, what does this mean to a teacher?

So children of this category,

teacher may want to think about giving them a lot of independence.

And trusting them in their work, and

let them begin to explore new ideas that will make them like an adult.

And in all these things that we spoke about, especially the stages

of development, is one aspect of the learning process of the children.

And there are also other factors that definitely influence their learning.

Other than age, we have the home environment.

What kind of home that children come from matters a lot for

the teacher to think about.

And the living environment that is an extension of the home environment.

What do they have?

Where do they come from matters?

And the socioeconomic status is another factor as we know.

How parents from some backgrounds are able to help the children with

their homework as compared to some parents who are not able to help.

So, children may want, teachers may have to focus on this aspect.

And we all know that gender matters too.

Boys and girls, although they sit in the same class,

they don't really learn the same way.

Boys are more active, and look for

more exploratory kinds of homework or assignment as compared to girls.

So, teachers may want to pay attention to this aspect.

Culture matters,

as I said earlier about Trackton and Roadville communities that were

studied by Shirley Bryce Heath, very clearly indicates that people come from different culture,

they behave in a different manner, and they understand things differently.

Even in your own class, you may have a bunch of international students sitting in

the class, and they all are different.

They come from different backgrounds, so

teachers may want to see how they could capitalise on what they bring with them.

And students also come with different kind of learning abilities, and

their learning style also differs.

Talking about learning styles.

We have this visual, auditory, kinesthetic and tactile.

And you may want to ask yourself right now,

which kind of mode helps you learn better?

Is it visual?

You are looking at the slides right now.

You're also this something to me, that's auditory.

Or you are also going to do some activities, kinesthetic and

tactile, so you may ask yourself which one suits you the best?

So the same way, children in your class too learn a lot when there

are different modes and it's very important for

teachers to pay attention to this learning modes or the styles.

According to research, 40% learners tend to be kinesthetic and

tactile, 35% visual and only 25% is auditory.

So what does this mean to us, as teachers?

So children like to learn by doing, so activities are very important and

visual, seeing, looking at illustrations, images, or

maybe video clippings is going to be very helpful.

And it's also said that retention of

learning is highest in kinesthetic and tactile, and lowest in auditory.

Learners demonstrate, actually, all three learning styles, but tend to

be dominant in one, lose concentration and interest in the weaker ones.

So, curriculum planning, teaching activities, we need to provide for

all these different learning styles.

Children, in general.

Take a look at this slide here in front of you and

see, to what extent this is true in your case.

From your experience, do you agree that children absorb everything around them?

Children are curious, spontaneous, and inquisitive?

They love surprises and appreciate goodness.

They are energetic, seek opportunities to participate in activities.

They like to think and reason differently than adults.

They are sensitive to logical and emotional appeals.

They have a natural inclination to know and learn.

They have relatively short spells of concentration, enjoy cheerfulness,

fun and play, are motivated and spirited to win,

get into the habit of collecting things, hobbies, tend to be sensitive to criticisms.

Is this true in your case?

And the implications are very great for teachers in terms of preparing for

the right kind of teaching-learning processes.

Now, we have to come to the final part of this lesson.

There's a think, pair and share.

Think about what does it mean for your teaching?

What do you already know about children and young people's development, their

likes and dislikes, anxieties and desires, learning and learning differences,

intelligence, ability and learning difficulties?

And how do you take account of them in your classroom?

Think about this, discuss with a colleague, and

discover many more things about children and their learning stages.

Thank you very much.

See you in the next lesson.

[MUSIC]

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