edgh952 assign3 davis
TRANSCRIPT
QUALITY TEACHING
EDGH952 Assignment 3 Cible Davis 4590107
Characteristics of Quality Teaching in Adult Education
Background information of quality teaching
Difference between Pedagogy and Andragogy
Difficulties and challenges of teaching adults
Individual differences in learning styles and student backgrounds
Importance of lifelong learning
Professional development for both students and teachers
Communities of practice
Conclusion
Introduction to Quality Teaching
Specify the learning goals
Utilization of knowledge, skills and abilities
Conduct empirical observations on teaching and learning
Construct hypothesis
Leading to long term benefit to society
Pedagogy
• Child centred
• Idea on teaching
• Emphasis on socialisation
Andragogy
o Learner focused
o Idea of learning support
o Emphasis on relevant knowledge and skills
Heutagogy
Self determined learning
Development of learners capacity
Transformational learning
Metagogy
Collaborative learning
Interdependence of learning benefit to individual and society
A Change from Teacher Focused to Collaborative Learning
Facilitator
◦ Know students- mission, objectives, needs, problems and opportunities
◦ Identify plan, needs and requirements of each student
◦ Be proactive
◦Goal oriented
◦ Activity oriented
Challenges of Teaching Adults
◦Diverse groups
◦Motivation
◦ Learning 21st century skills
Main Ideas to be Focused on Learning
◦ Adopt particular strategy in learning
◦ Environment : An important factor
◦ Subject matter content
◦ Structure of learning
◦ Psychological factors
Individual Differences in Learning Styles
Learning style preferences
Navigators Problem solvers Engagers
Chart a course and follow Depend on critical thinking Engaged in meaningful task
Learning Styles Cont’d
Learner Goal
Learning Oriented
Activity
Rich resources in experiences
Function under levels of autonomy
Constructivism
Constructing knowledge
Understanding and applying
Thinking and analysing
Being active
(Marlowe & Page 2005 cited in Mordechai, 2008)
Important Parts in Lifelong Learning
Cognitive
Metacognitive
Motivational
Affective Characteristics
Expanded Model of Teaching and Learning
Student Student
Motivation Affect
Student Course Instructional Assessment Lifelong Outcomes
Entry Characteristics Methods Methods Learner
Cognition Metacognition
(Harpe, 1998 cited in Harpe & Radloff, 2000)
Learning Cycle
Concrete experience
Critical Reflection on Experience
Action
Further Critical Reflection on Experience
(Rogers & Horrocks, 2010)
Professional Development for Teachers
Engage teachers for assessment, observation and reflection
Sharing knowledge
Sustained, ongoing intensive and collective solving of Specific problem
Professional Development for Students
Experience as a resource
Plan their own education path
Promote individual development through reflection and inquiry
Communities of Practice
Educational Learning Improved
Imperatives theories practice
Lesson Engagement Collaborative
preparation in learning evaluation and
teaching assessment
Reflections within community practice
(Herbers et. Al, 2011)
Conclusion◦ Up to date best practices
◦ New programs and current research on subject
◦ Ask other teachers advice
◦ Show respect and co-operate with others
◦ Treat students with respect
◦ Strong communication with parent
◦ Reflect, reflect…….. And modify reflection