Principles of teaching and learning and teaching methods

Principles of teaching and learning and teaching methods Dr Abul Kalam Md Shamsuddin

Objectives Able to : Define teaching Mention about effective teaching Define learning Mention about effective learning Mention how student learns Describe characteristics of learning Demonstrate the conditions of learning 3: 08 PM 3

Objectives (cont) • Mention types learning • Mention learning theories • Mention learning strategies 3: 08 PM 4

Teaching is usually meant to impart or transfer knowledge Teaching is concerned with providing students opportunities to learn 3: 08 PM 5

Teaching • Organized communication • Interactive process • Activity concerned with learning • Providing opportunities to learn • Creating learning experiences to build, develop and nurture thinking ability 3: 08 PM 6

Def. of teaching • Interaction between teacher and students under teachers responsibility in order to bring about expected changes in the students behavior. 3: 08 PM 7

Effective Teaching: Must be-- • Stimulating • Encouraging • Organized • Develops positive attitude • Achieves goal • Builds self-directed learner 3: 08 PM 8

Learning • Learning –A process resulting in some modification relatively permanent of the way of thinking, feeling and doing of the learner 3: 08 PM 9

Learning • Learning is- • Constructive and active process • Undertaken by individual learner • Takes new information and builds it on existing knowledge • Cognitive structures which the learner builds are influenced by the structure and organization of the information 3: 08 PM 10

Effective learning • Objectives are clearly understood by the learner • Scope of frequent brief practice • Specific feedback to identified errors • Reinforcing elements 3: 08 PM practice of correct 11

Most of the teachers want to be better teachers, by trying to-- • Improve the way they interact with students • Be a better communicators • Use audiovisual aids better “ But we don’t try to understand how students learn” 3: 08 PM 12

Teachers responsibility • Not to transfer his /her knowledge to students but to prepare them for a never ending searching for knowledge 3: 08 PM 13

Characteristics of Learning • Long term retention of knowledge • Able to perceive relation between old and new knowledge • Able to create new knowledge • Able to apply one’s knowledge to solving problems • Able to communicate one’s knowledge to others • Wanting to know more 3: 08 PM 14

Conditions for Learning 3: 08 PM 15

Condition-1 Readyness - • Occurs when the learner is ready cognitively, emotionally - to meet the demands of the learning task 3: 08 PM 16

Condition-2 Reason for learning- • Occurs when the learner has a reason for learning • The better the reason, the better the learning. eg. Passing examination. 3: 08 PM 17

Condition 3 Relate knowledge- • Occurs when the learner explicitly relates previous knowledge to the new. 3: 08 PM 18

Condition 4 Active learner- • Occurs when the learner is active during the learning 3: 08 PM 19

Contion-5 Friendly environment- • Occurs when the environment offers adequate support for the learner 3: 08 PM 20

How Learning Occurs? SMCK (Marzano, 1998) 3: 08 PM 21

Learning Outcomes should be ‘SMART’ • • • Specific Measurable Achievable Realistic Timed – These have major implications for planning. However…. 3: 08 PM 22

Types of Learning • Imprinting • Habituation • Classical conditioning • Operant conditioning • Concept learning 3: 08 PM 23

Imprinting • It is a type of learning that is strongly guided by instinct. The behavior of new born ducks followed the first moving object they saw. 3: 08 PM 24

Habituation • It is the dicrease in response toa stimulus with repeated presentation of same stimulus. • একই এসট মল স ব র দ ল র সপনস কম য য়। 3: 08 PM ত র 25

Classical conditioning • When a stimulus that naturally elicit response (US) is paired with other stimulus (CS) that does not elicit response. Over time the second come to elicit response well. 3: 08 PM 26

Operant condotioning • When a person learns to perform behavior that produce positive outcomes and avoid those results negative outcomes. -Punishment and rewards 3: 08 PM 27

Concept learning • One of the crucial form of learning of humane behavior and to the science of educational psychology • It involves learning to classify together things that have a common attribute. • -define concepts • - abstract concepts 3: 08 PM 28

Rules and Principles • Rule: may be defined as two or more concepts related in a manner indicating specific application. • Principles: Two or more concepts or rules expressed in a manner indicating general application 3: 08 PM 29

• Learning theories are conceptual frameworks describing how information is absorbed, processed & retained in learning. 1. Homunculus theory 2. Blank slate theory 3. Cognitive theory of learning(internal mental process) 4. Behavior learning theory(response to external stimuli) • Classical conditioning • Operant conditioning • Social learn theory(observing & imitating in social context) 5. Schema theory of learning 3: 08 PM 30

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9 Strategies for fostering deep approach Ø Extent to which this strategy embody: motivational context, learner activity, interaction with others & well structured knowledge base. Strategy-1: Independent learning Strategy-2: Personal development Strategy-3: Problem based learning Strategy-4: Reflection Strategy-5: Independent group work Strategy-6: Learning by doing(experiment) Strategy-7: Developing learning skills Strategy-8: Project works Strategy-9: Fine tuning 3: 08 PM 33

Objectives Able to : Define teaching Mention about effective teaching Define learning Mention about effective learning Mention how student learns Describe characteristics of learning Demonstrate the conditions of learning 3: 08 PM 34

Objectives (cont) • Mention types learning • Mention learning theories • Mention learning strategies 3: 08 PM 35

THANKS 3: 08 PM 36

Medical education was learning by humiliation, with naming, shaming, and blaming. Now, students are encouraged to question received wisdom. BMJ 2003; 327: 1430 -1433 3: 08 PM 37

‘BEM Principles’ • Beginning, End and Middle Principle (BEM) • The BEM (beginning – end – middle) principle states that the beginnings and endings of presented content are more readily remembered than content in the middle. (The Primacy Effect) • Thus, the first 10 -12 minutes and the last 810 minutes of a presentation (The Recency Effect) are optimum periods for learning. 3: 08 PM 38