Teaching and Learning
“Knowledge
of learners and learning is essential, it is the most important knowledge a
teacher can have” (Borko & Putnam, as cited in Eggen and Kauchak,
2010, p. 11).
Teachers need to have a sound knowledge base which will include knowledge of content (understanding what it is they want to teach), pedagogical knowledge (how to present the content), general pedagogical knowledge (instructional strategies and classroom management) and knowledge of learners and learning (factors that influence students and how they learn). These four areas are essential for effective teaching. (Eggen & Kauchak, 2010 pp. 6-12).
One of the biggest challenges for graduate teachers is the diverse nature of students, and the ability to utilise a variety of teaching and assessment strategies to ensure these students are motivated, engaged, and given effective and relevant learning opportunities (Whitton, Sinclair, Barker, Nanlohy & Nosworthy, as cited in Hurst, 2009, p. 35). Marsh (2008) notes that diverse learners enhance the classroom and allow a more creative and open-ended environment where students can learn from and value each other’s unique understandings, capabilities, and prior knowledge (p. 210).
In catering for these individual differences, the author favours a differentiated classroom approach where both independent study and collaborative learning are valued. (Marsh, 2008, p. 211) The author aims to integrate Gardner’s Multiple Intelligence learning strategies into learning centres (Marsh, 2008, p. 213), and incorporate technology based projects and lessons in the classroom (Marsh, 2008, pp. 106-107). This will provide effective, relevant and varied learning experiences that will cater for a diverse group of students. All students need the opportunity to develop the full range of intelligences as well as to discover their own particular strengths (Ground-water Smith, Ewing, & Le Cornu, 2006, p. 69).
Lev Vygotsky believed that learning is a social process and that students construct knowledge by experiences in the world around them (McDevitt & Ormrod, 2010; Marsh, 2008; Fetherston, 2006). Piaget believed that children are active learners who construct knowledge internally based on prior knowledge by assimilation and accommodation (McDevitt & Ormrod, 2010; Marsh, 2008; Fetherston, 2006). Both Piaget and Vygotsky agree that children actively construct knowledge and that social interactions can assist this process (Featherston, 2006, p. 56).
The author believes that using a combination of these two theories, both collaborative and constructivist learning approaches, will enable children to cooperatively work together to explore ideas, facilitate discussion scaffold learning and develop higher order thinking skills and a deeper understanding of the world around them (Marsh, 2008, p. 169).
An effective teacher should be continually reflecting on both their own teaching strategies, and the learning process to enable them to provide relevant and effective learning opportunities to cater for all students. "Good teachers continually assess their students relative to learning goals and adjust their instruction on the basis of this information” (McMillan, 2007, p.1). It is essential to incorporate assessment as learning, assessment for learning, and assessment of learning (McMillan, 2007, p.16). McMillan notes that good instruction provides and engaging and interesting environment that allows students to connect new information with existing information, and effective assessment enhances this process (p. 12). With the diversity in schools today, teachers should be mindful of using a variety of assessment techniques to allow for individual learning styles. Consistent and valid feedback will increase motivation and student participation in their own learning (McMillan, 2007, p. 12). The author believes authentic and valid assessment strategies are essential to effective learning programs and to encourage a love of learning.
Teachers need to have a sound knowledge base which will include knowledge of content (understanding what it is they want to teach), pedagogical knowledge (how to present the content), general pedagogical knowledge (instructional strategies and classroom management) and knowledge of learners and learning (factors that influence students and how they learn). These four areas are essential for effective teaching. (Eggen & Kauchak, 2010 pp. 6-12).
One of the biggest challenges for graduate teachers is the diverse nature of students, and the ability to utilise a variety of teaching and assessment strategies to ensure these students are motivated, engaged, and given effective and relevant learning opportunities (Whitton, Sinclair, Barker, Nanlohy & Nosworthy, as cited in Hurst, 2009, p. 35). Marsh (2008) notes that diverse learners enhance the classroom and allow a more creative and open-ended environment where students can learn from and value each other’s unique understandings, capabilities, and prior knowledge (p. 210).
In catering for these individual differences, the author favours a differentiated classroom approach where both independent study and collaborative learning are valued. (Marsh, 2008, p. 211) The author aims to integrate Gardner’s Multiple Intelligence learning strategies into learning centres (Marsh, 2008, p. 213), and incorporate technology based projects and lessons in the classroom (Marsh, 2008, pp. 106-107). This will provide effective, relevant and varied learning experiences that will cater for a diverse group of students. All students need the opportunity to develop the full range of intelligences as well as to discover their own particular strengths (Ground-water Smith, Ewing, & Le Cornu, 2006, p. 69).
Lev Vygotsky believed that learning is a social process and that students construct knowledge by experiences in the world around them (McDevitt & Ormrod, 2010; Marsh, 2008; Fetherston, 2006). Piaget believed that children are active learners who construct knowledge internally based on prior knowledge by assimilation and accommodation (McDevitt & Ormrod, 2010; Marsh, 2008; Fetherston, 2006). Both Piaget and Vygotsky agree that children actively construct knowledge and that social interactions can assist this process (Featherston, 2006, p. 56).
The author believes that using a combination of these two theories, both collaborative and constructivist learning approaches, will enable children to cooperatively work together to explore ideas, facilitate discussion scaffold learning and develop higher order thinking skills and a deeper understanding of the world around them (Marsh, 2008, p. 169).
An effective teacher should be continually reflecting on both their own teaching strategies, and the learning process to enable them to provide relevant and effective learning opportunities to cater for all students. "Good teachers continually assess their students relative to learning goals and adjust their instruction on the basis of this information” (McMillan, 2007, p.1). It is essential to incorporate assessment as learning, assessment for learning, and assessment of learning (McMillan, 2007, p.16). McMillan notes that good instruction provides and engaging and interesting environment that allows students to connect new information with existing information, and effective assessment enhances this process (p. 12). With the diversity in schools today, teachers should be mindful of using a variety of assessment techniques to allow for individual learning styles. Consistent and valid feedback will increase motivation and student participation in their own learning (McMillan, 2007, p. 12). The author believes authentic and valid assessment strategies are essential to effective learning programs and to encourage a love of learning.
Ideal teachers are those who use themselves as bridges over which they invite their students to cross,
then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.
Nikos Kazantzakis