Components of Teaching and Learning - Assignment Example

Report on Teaching and Learning Introduction Teaching is one of the most respected professions on earth. Teachers mould a generation and their thought process to enable them to learn independently and successfully. Teaching involves many aspects such as philosophy and psychology, the application of which is imperative for effective teaching and learning. When teaching is an effort to share knowledge and wisdom among a large group, learning is the outcome of intentional and preplanned teaching effort. The job of teaching is not as easy as many think. It warrants a systematic planning and effective strategies especially in the modern educational environment where diversity exists in all spheres of teaching and learning. All these multiply the need for the inclusion of cooperation, encouragement and commitment towards the profession of teaching. In the context of teaching, ‘effective teaching’ is a much debated topic. As the very name indicates, effective teaching means and includes all the methods and efforts undertaken by teachers to make the students think and learn the world around them in a comprehensive manner. As remarked by Jerome Brunner in his book ‘The Relevance of Education’, “to instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting” (Brunner 1971 ). Renowned researchers and teachers (Abrami & d ApolIonia, 1991; Cashin & Downey, 1992; Feldman, 1997; Marsh & Roche, 1993) observe that teaching involves many complex elements such as clarity, organization, enthusiasm, teachers’ interaction with students. In the efforts to make teaching effective and useful to students, teachers make use of multitudinous methods and strategies which have been developed by researchers as well as practitioners over the years. Some of the methods include evaluation by current students, the teacher himself or herself, administrators, colleagues, trained observes, or former students. Among them, the most simple and practically appropriate method is the Students’ Evaluation of Teaching (SET). It involves the assessment of teaching effectiveness of one with the feedback or evaluation provided by students. It is being used internationally as one of the easy and workable method of evaluating teaching quality. As observed by Herbert W. Marsh and Lawrence A. Roche in their empirical study that “teachers self-evaluations are useful because they can be collected in all educational settings, are likely to be persuasive for at least the teachers evaluating their own teaching, may be important in interventions designed to improve teaching, and provide insight into how teachers view their own teaching” (Marsh 1997 p.1189). At this juncture, this report is the documentation of the teaching experiences at a (college or school-name). The report attempts to document the main issues in, and the components of, teaching and learning as they relate to learners as independent, active participatory agents in their own learning. It also includes how appraisal of different methods of training and teaching be made and recognize the strengths and weaknesses of these different methods. In fact, this evaluative report attempts to investigate into an aspect of teaching, training or development and evaluate past actions with a view to incorporating the lessons learned in future action plans to make teaching effective and successful to students. It is made possible by using the feedback of experiences from the first teaching session as the information for the second session of teaching. The report throws light on how to communicate a vision about the nature of teaching and learning in a clear and precise way where the ethos of active learning underpins the methods chosen and tries to leave comments on the explicit and implicit values and aims which inform the design of the teaching programme. Components of Teaching and Learning There have been many studies since time immemorial as to how teaching can be made effective and what constitutes an effective teaching. In common parlance, an effective teaching is one which identifies the student diverse needs in a class, observes them and makes them change their attitude and behaviour for their life and career. If one takes the role of an effective teacher, he/ she must have the intention to reach these outcomes and must be constantly thinking about the outcomes which the students are in need of. Those who are successful in these are coined as outstanding teachers. Effective teaching efforts will have many components, the systematic and successful performance of which makes it fulfill the needs of students and achieve the end results. Experts in education and educational researchers have propounded various elements in effective teaching. However, Aleamoni, Lawrence M. in their study ‘Components of Teaching as Measured by Student Ratings’ define nine components of teaching and they include “An instructional plan, instructional materials, instructional methods, instructional examinations, instructional evaluations, the students, the instructor, instructor-student interaction, and the instructional arena” (Aleamoni 1983). The authors also stressed for three sources, namely instructor, departmental peer review committee, and student as vital elements to provide evaluative information on each of the nine components. In the famous book entitled ‘Effective Teaching’ authored by Richard Dunne and Ted Wragg, six elements have been proposed for effective teaching. They include: A Plan of Action, Improving Personal Competence of Teacher, Understanding How Children Learn, Class room Organization and Management, and Instructional Design (Dunne 1994). These factors are briefly discussed as below: Plan of Action A plan of action is imperative for any activity, economical or non-economical. It acts as a blue print for the activities to be performed during a particular period and for a predetermined objective. In the teaching context, a well prepared plan of action will helps a teacher to know in advance what all activities are to be performed for what all objectives already set. Preparing a plan of action involves writing down a list of things that a teacher hopes children will learn in his/her class/school, compare the list with those of other teachers, select one or more which the teacher thinks fit for his/her class environment and students. Improving Personal Competence of Teacher It is one of the much debated issues in the context of teaching. What makes a teacher competent to be effective in the class room- subject knowledge or the expertise the knowledge to handle students with divergent cultures and capabilities? It is also argued in this context that an effective teacher is one who thinks about how students are made themselves learn, pay attention to the way the teacher works in the classroom, paying attention to the performance of the teacher. Understanding How Children Learn At this stage, teacher is required to understand how children learn and which method and tools of teaching are most appropriate for them. A single method cannot be suitable for all the students in a class. However, teacher must handle the situation with certain changes warranted by circumstances. Class room Organization and Management This aspect of teaching involves the arrangement of materials and other equipments of class room and its management. The class room should be organized and managed in such a way that learning interest must be created and interested. Instructional Design Teaching skills are important as knowledge. Class room performance always has a bearing on the effective transmission of knowledge and success in teaching profession. It is often said in this context that “only certain aspects of what teachers do are observable and that little of what is observable is normally noticed” (Dunne 1994 29). Teaching has been described in many ways and one of the approaches used by Wragg (1994) is that teachers can work out on their own dimensions which involve both qualitative and quantitative approaches. Dunne and Harvard put forward nine dimensions of teaching (Figure 1.) Dimension 0 Ethos Dimension 1 Direct instruction Dimension 2 Management of materials Dimension 3 Guided practice Dimension 4 Structured conversation Dimension 5 Monitoring Dimension 6 Management of order Dimension 7 Planning and preparation Dimension 8 Written evaluation (Figure 1- Source: Wragg, E.C. 1994) To make fruitful results out of teaching efforts, learning environment should also be cordial to implement effective teaching successfully. In other words, an effective learning environment supports and facilitates the teachers’ effort to practically implement teaching methods. The Psychology Campus defines that “an effective learning environment is a positive and productive environment. This includes preventing and responding to mis-behaviour, using class time well, creating an atmosphere conducive to interest, and the permission of activities that engage students minds and imaginations”(Effective Learning Environment) . In his article by Peter Ewell- “Organizing for Learning: A Point of Entry,"- eight learning components have been remarked which cover neuroscience, cognitive psychology, and developmental research. These components of learning are paraphrased below (Summary): The active participation of student is highly important not only to deliver knowledge to him/her, but also for the creation of learning environment by himself/herself; Students are thereby getting opportunities to establish, test and rework; Learning need not be taken place in the class room itself, nor is it confined to a time frame. Mostly learning is informal and can take place anywhere; There may have preconception on learning and its components. Therefore, practical experience is inevitable; Compelling learning situation does not work well. Rather, it should be voluntary and free from all coercion; Frequent feedback from teachers acts as an incentive for students to further take the environment more interesting and challenging; Feedback should be given in such a setting that personal interactions and considerable support are present; Reflection becomes one of the primary elements of learning because we feel that through reflection students can take control of their own learning. The practice of reflection enhances self-assessment skills that lead to recognizing what has worked and what needs to be improved. Thus, learning is not a simple and isolated activity as it involves many elements inside and outside a classroom. The teacher in a class room is considered as one of the various variables in the complex learning process. Taylee J.M. defines a teacher as “a variable in the classroom context, is charged with the function of acting as an intermediary between the variables outside the classroom and the students to assist the students in their learning” (Tylee 1992). Methods of Teaching The act of imparting knowledge to students cannot be coined as teaching in its real sense. It is more than mere transmission of academi9c knowledge to the needy. The purpose of teaching and its procedure vary from place to place. However, the basic intention remains the same. Numerous studies have been undertaken in the field and many effective methods have been evolved. The following paragraphs discuss critically the various commonly accepted teaching methods: Lecturing It involves oral transmission of knowledge to a large group of audience who may or may not be interested. It is a simple method that presents factual information directly and logically. It also inspires the audience to think and opens up platform for discussion simultaneously. However, the audience is mostly passive as one way communication is taken place. It is also not possible to assess the learning and it needs a good lecturing aptitude. Lecture with Discussion This is a variant of lecturing method. It involves the participation of the audience after the lecture. Audience can ask questions and clarify their doubts on lecture topic or its related topics. But, it may not always be possible as majority of the time is spent for lecturing and discussion is allowed only in the last few minutes. Also, the quality of discussion is depended on the quality of questions asked by audience. Mostly, the questions will have to be prepared in advance. Panel of Experts When a group of experts take lecture class for the same audience consecutively on the same topic, it is referred to as lecture by panel of experts. The most important advantage of this method is that it results in the evolvement of different opinions of experts on the same topic and audience can get an in-depth knowledge about the topic. However, effective presentation and logical ordering of the topic need not possible in all cases. Brainstorming It is a form of collective thinking, which involves the use of the ideas of many to evolve a solution to a problem. In the teaching context, brain storming is used to discuss a topic to get more familiarity with it and to share the ideas of all participants in the group. It is platform for creative thinking and encourages spirit of congeniality. However, it may become unfocused often and people may have difficulty getting away from known reality. Videotapes This is rather more interesting and entertaining to audience and active participation is mostly ensured. Also it looks more professional and will stimulate discussion. But, at the same time, it can raise too many issues to have a focused discussion. Case Studies This is becoming an ideal form of teaching across the world, especially among business schools. It is way of presenting the real life problem and finding solution to it after critical thinking and observation. It encourages analytical and problem solving skill and enables students to explore solution to real life problems. However, insufficiency of information may lead to wrong decisions and solutions. Role Playing This is also increasingly used now-a-days as an effective method of teaching. Basically, this method involves the dramatic presentation of a situation (problem that needs a solution) by assuming the roles of others and thereby communicates the situation among the members in the role play. Apart from exploring solution to a problem, participants are able to practice the presentation skill. But, it may not be appropriate for all situations and for large group/audience. Tutorials and Seminars Next to lecture, tutorials and seminars are the most commonly used teaching method. The distinction between lies in what is known as the number of participants. For example, 20 person group cannot be coined as a tutorial as it is too big and therefore it is a seminar. Another distinction is that seminar has one speaker + audience. “Clarity of objectives is more important for tutorials than for lectures, in that there is general agreement and expectations for lectures whereas there is certainly greater divergence for tutorials. Much tutorial work is carried out by part-time staff, especially for courses in the first two years, and they too need to be clear about what they are trying to achieve with their students’ (Tutorials and Seminars). The Changing Role of Teachers The role of a teacher form a conventional instructor is fast changing with advancement in the structure of education system and learning process. A teacher is not merely an instructor in the modern education system. He takes the role of a facilitator, a coach, a mediator and many more. This multi role playing is the need of the day as the learning and teaching has undergone a sea change over the years. In this context, it is worthwhile to discuss the prominent roles played by a teacher. As a Facilitator The role of teacher in learning is composed of many facets. But, teacher as a facilitator is more important than any other. The rationale behind the shift from the role of an instructor to facilitator is to move the responsibility for learning from the instructor to the student. There are several forms of facilitation in teaching job. This approach to learning basically relies on the reasoning that the important aspect of lecturing is not imparting knowledge, but in creating opportunities for students to learn (Tylee). According to Tylee, a teacher in the role of a facilitator has to perform the following: Assess the students; Plan the learning; Implement the plan; and Evaluate the process. As a Mediator The role of a teacher as a mentor guides the students in the course of their progress to learning. In the words of Dorit Sasson, “A teacher mentor, or teacher coach, helps mentor new teachers by giving ongoing guidance on areas of lesson planning, classroom management and classroom organization. Usually, teacher mentors are teachers themselves and have undergone similar challenges that first year teachers know well” (Sasson 2008). New Teacher Mentor Responsibilities The responsibilities of a teacher mentor include the following as defined by Dorit Sasson. The first and foremost responsibility is the “active participation in discussing lesson plans and classroom management. He has to hold meeting necessary to discuss the objectives; orientation of new teachers to the school; participate in organizing activities with other teachers; acting as an intermediary in conflicts between other teachers or with administrators, and helping new teachers with difficulties adjusting to a hectic school life” (Sasson 2008) As a Coach A teacher takes the role of a coach to assist the peer teachers in the context of supportive, helping relationship (Joyce and Showers 1982). Esther Wojcicki has the following factors as attributes of teacher coach “Excellent communication between teacher and students; Supportive class atmosphere for students; Mutual respect between students and teacher; Process for student interaction that allows for candid communication without negativity; Teacher knows students have had a strong grounding in basic skills (strong beginning journalism program); Faith in students to rise to the occasion; patience to let them almost fail before stepping in to rescue them; Editors whose role it is to take on the major responsibilities; Editors who have had an opportunity to observe the role of the previous years editors when they were juniors so that have some experience”( Wojcicki 2002) References Abrami, E C., & dApollonia, S., 1991, Multidimensional students evaluations of teaching effectiveness--Generalizability of "N = 1" research: Comment on Marsh (1991). Journal of Educational Psychology, 30, 221-227. Personal author, compiler, or editor name(s); click on any author to run a new search on that name.Aleamoni, Lawrence M., 1983, Components of Teaching as Measured by Student Ratings. Additional information about the document that does not fit in any of the other fields; not used after 2004.Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, April 11-15, 1983. Bruner Jerome. 1971, the Relevance of Education, New York: Norton. Bruke Peter Robert G. Heideman, and Carroll Heideman, 1990, Programming for Staff Development: Fanning the Flame, Contributor Peter Burke, 226 pages Cashin, W. E., & Downey, R. G., 1992, Using global student rating items for summative evaluation- Journal of Educational Psychology, 84, 563-572 Dunne Richard, Ted Wragg, Effective Teaching Publisher: Routledge. Place of Publication: London. Publication Year: 1994. 2-33 Effective teaching in higher education: Research and practice (pp. 368-395). New York: Agathon Press. Effective Learning Environment, Psychology Campus, http://www.psychologycampus.com/educational-psychology/learning-environments.html Feldman, K. A. (1997), Identifying exemplary teachers and teaching: Evidence from student ratings. In R. P. Perry & J. C. Smart (Eds.), Marsh, H. W., & Roche, L. A. 1993, The use of students evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational Research Journal, 30, 217-251. Marsh W. Herbert and Lawrence A. Roche 1997, Making Students Evaluations of Teaching Effectiveness Effective: The Critical Issues of Validity, Bias, and Utility. American Psychologist- American Psychologist Association Sasson Dorit 2008, Teacher Mentor, Teacher Coach: Responsibilities and Challenges of Mentoring a New Teacher, suit101.com. http://teacher-mentorship.suite101.com/article.cfm/teacher_mentors Summary, Principles of Learning, in time: Integrating New Technologies Into the Method of Education, Viewed 27 February, 2009, from, Tylee, J.M. (1992). Nursing education in the tertiary sector in New South Wales, 1986-1989: An analysis of ideological orientations of curriculum, with particular reference to one institution. Unpublished Doctoral Thesis, The University of Newcastle. Tylee BA Jennifer (Macquarie) Teacher as a facilitator: one of the face to face teacher’s role, Viewed 27 February, 2009, from, Tutorials and Seminars, Methods of Teaching and Learning, Viewed 27 February, 2009, from, http://www.tla.ed.ac.uk/resources/course-org/Chapter8.pdf Wragg, E.C. 1994, An Introduction to Classroom Observation, London: Routledge Wojcicki Esther, 2002, Teacher fades to coach: Setting up a successful journalistic learning community, Viewed 27 February, 2009, from, Read More