I am now moving onto Biggs’ (2001) level 3 teaching theory~ tho first to note my mood which I have been neglecting in a couple of the previous posts.
Mood:
Happy~ because it is raining and so not humid!
- Student-focused
- Teaching that leads to learning (teach to fish)
- What a student does = learning; not waht teacher does (Tyler, 1949)
- Teacher task is student engagement
- What are the outcomes? + How to teach and assess these?
- TLAs that –> likelihood of achieving outcomes
- Varyingly acceptable levels of acceptability
I really like level 3! The student-focus and teaching to enable learning sounds so obvious. The concept of providing an environment and study support that makes it more likely for students to achieve the desired outcomes is so humanistic. And so far from what I experienced at university. And the situation that many of my student clients are in at the moment.
Teaching Learning Activities (TLAs) that are focused on student engagement and not curriculum requirements to get through, will better enable students to learn to “fish for themselves”. Acceptance of alternative methods of delivery and assessment would definitly take tertiary education into the 21st century. It makes no sense to leave the students out on the waters of knowledge to make the connections themselves between it and action.
Ok~ the Journal Activity for 1.1 is to reflect on my definitions of learning and teaching. As I have already defined learning in a previous post, here is the link, with quotes from it below:
Before the Reading:
Learning is building on prior knowledge to create meaning so I can navigate this world with a purpose. It is the ability to apply new knowledge, not just to “know” stuff. Learning is an exciting adventure of discovery about myself, others and the world I live in so that I can contribute better to my community~ local and global.
After the Reading:
I hadn’t considered the importance of organising material in my definition of learning, and it’s an obvious step really. How can I engage another in a learning activity if I do not know where they are starting from. Organising learning materials so that they build on the previous delivery was something that I expected of teachers, lecturers and students in my education. My definition of learning also neglected to mention the differences between people, which, for a psychologist is quite remiss ~:-) Though, considering that we are each individuals it may be too much to expect one style of organisation and delivery to suit all.
Silly me forgot to write my definition of teaching before the reading~ sigh. Cultivating-patience-moment ~:-)
Teaching is the enabling and empowering of students to achieve goals by providing a supportive environment that encourages engagement in tasks that will make it more likely for them to conceptualize the interrelationship between new knoweldge and application of that knowledge.
What do you think of my definitions? How would you add or modify them to suit your definitions, or that of the reading?
Learning is building on prior knowledge to create meaning so I can navigate this world with a purpose. It is the ability to apply new knowledge, not just to “know” stuff. Learning is an exciting adventure of discovery about myself, others and the world I live in so that I can contribute better to my community~ local and global.
I hadn’t considered the importance of organising material in my definition of learning, and it’s an obvious step really. How can I engage another in a learning activity if I do not know where they are starting from. Organising learning materials so that they build on the previous delivery was something that I expected of teachers, lecturers and students in my education. My definition of learning also neglected to mention the differences between people, which, for a psychologist is quite remiss ~:-) Though, considering that we are each individuals it may be too much to expect one style of organisation and delivery to suit all.