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Pedagogy & Deep Learning

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Kim Rowston

on 19 February 2015

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Transcript of Pedagogy & Deep Learning

Pedagogy & Deep Learning
Review of Lecture 4
Assess the value of Teaching Approaches that move BEYOND a Transmission pedagogy.
Critically reflect on how a School's Characteristics might impact on deep learning.
Ensuring that students are able to:
Apply Knowledge
Demonstrate Understanding

What is 'understanding' and how can you teach so that your students understand?

Early 1900's - Good Teacher = Authoritarian, Disciplined & a well organised classroom.
1960's & 1970's - Classroom Activities
1980's - Teacher Behaviours
1990's - Quality of Student Learning
Now - Individualised - Learner-centred

Tell me and I’ll forget;
show me and I may remember;
involve me and I’ll understand.

Chinese proverb
EDFD 529/589 Tutorial B:
1. How has the concept of 'good teaching' evolved?
What is Quality Teaching?
Teaching for Understanding: Harvard University

Basis of Model:
programs are designed to incorporate:
Generative topics, Understanding goals & Ongoing Assessment.

There are ‘Through lines’ from Stage 4 through to Stage 6:
reflect the students development of understanding of important components as they continue on over each stage within the course.

Benefits of this approach:
students have a clear & comprehensive understanding of each component of the course,
Students can successfully apply the knowledge that they have obtained in any given situation.

What is 'elicitation, comparison, resolution & application' in constructivist teaching?
Constructivist Teaching:
Elicitation: Draw out of information.
Comparison: Challenge the Students existing Understanding.
Resolution: Blending of the initial beliefs and new experiences.
Application: Utilisation of their new knowledge to explore.

. Explain intellectual quality, significant knowledge and deep understanding. How is knowledge different from understanding?
Intellectual Quality:
Pedagogy that assists students development of deep understanding of Important, Substantive Concepts, Skills & Ideas.

Significant Knowledge:
1. Concepts, Principals & Basis of Discipline.
2. Relationships between these Concepts.
3. Knowledge from other Disciplines & how it relates to these central ideas.

Deep Understanding:
1.Focusing instruction on Understanding NOT Memorisation.
2. Encourage students to think about WHAT they are learning and TEST their understanding and EVALUATE the results.

What is the difference between KNOWLEDGE and UNDERSTANDING?

Teaching that Promotes Knowledge as conditional & promoted discussion, collaboration, negotiation & development of shared meanings.

What is conditional Knowledge & how is this concept connected to CONSTRUCTIVISM?
What is 'Quality teaching' and what type of teacher does it require?
Effective Communicator
Patient & Persistant
Shares & Collaborates
Resourceful & Inventive
Well Organised

What is Direct Instruction & when would you use it?
why would you use it?
How would you implement it?

9. How would you plan & successfully Implement Direct Instruction?
Direct Instruction:

Changing Education Paradigms
by Sir Ken Robinson
a. In your GROUPS, plan a Lesson Plan that uses a Social Constructivists Philosophy:

1. identify learning outcomes.
2. lesson introduction.
3. main activities,
4. assessment of learning.
b). In Groups:
Role-Play the lesson opening for your plan:
Grab their attention;
First impressions count;
Be Enthusiastic;
Be elicit;
Use suspense;
Share your completed D-A-W situational analysis.
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