CHAPTER 24: LEARNING STYLES AND MODELS OF TEACHING

Making Discomfort Productive

Learning Styles and Models of Teaching

SESSION TITLE
Making Discomfort Productive
DURATION 1.5 hours
TARGET PARTICIPANTS Masters of Education – Major in Leadership and Management
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LEARNING OBJECTIVES At the end of the session, MaED-ELM are expected to:
1. distinguish the relations between styles of learning and models of teaching;
2. ponder on the importance of teaching students from a variety of models;and
3. use the learned model in their teaching profession.
KEY UNDERSTANDINGS In this chapter, we will be able to realize that the purpose of education is to generate the conditions
that will enable us to acknowledge the disequilibrium of change as a preequisite to growth, so that
we can reach beyond ourselves toward richer understanding and accept the wisdom that lies within
ourselves.
REFERENCES Models of teaching (pdf)
Methodology/
Key Messages Session
Time Allotment Activity Slide Materials
(Say) Output
(Do)
The participants
will be grouped
into five. Each
group will be
given a strip of
15 minutes paper wherein
they are going to
show through
tableu what is
written on the
strip of paper.
5minutes *How did you find
the activity?
*Were you able
to get the right
presentation?
 *How were you
able to show
yourself in the
activity?

Today, we will be
talking about
Learning Styles
and Models of
5mins
Teaching
(Making
Discomfort
Productive)
Individual
differences are to
be prized
because they are
the expression of
the uniqueness
of personalities. I
just want to ask
you if what
word/s comes
first into your
5mins mind when we
talk about
learning styles?
As teachers, will
the learning
styles can help
us in our
profession? Why
or why not?
 CHAPTER 24: LEARNING STYLES AND MODELS OF TEACHING
Making Discomfort Productive

5mins We would like Call someone to

you to read the read the text.
text on this slide
and be able to
answer how can
the learner be
made
comfortable and
uncomfortable at
the same time?

In this slide, a
major task of
counselor/teache
rs is to help the
learner reach into
those domains
that are shrouded
in fear. To grow,
learners have to
acknowledge
discomfort and
set tasks to help
break the barriers
of feat The
educator's task is
not simply to
unloose the
environmental
bonds that
constrict the
learners but to
help them
become active
seekers after
 new
development.
5mins In a four-year
studyof teachers
exposed to a
wide variety of
staff
development
activities,it
appeared that the
-teachers' self-
concepts were
important
predictors of their
abilities to use
new skills and
knowledge in
their classroom
situations
(McKibbin and
Joyce, 1980),
and we have
learned that a
major partof
successful staff
development is
helping people
deal productively
with the
discomfort
attendant to
working their way
to new levels of
competence.

In addition, if the
environment is
 CHAPTER 24: LEARNING STYLES AND MODELS OF TEACHING
Making Discomfort Productive

perfectly
matched to the
developmental
level of the
learners, the
learners are
likely, to be
arrested at that
level. If the
environment is
too comfortable
or "reliable," the
learners may be
satisfied at the
stage of concrete
thinking, where
the ability to
integrate new
information and
form new
conceptual
systems is limited
indeed.

5mins

5mins First in foremost,

let us first define
marginality.
Marginalityconditi
on that exists
when a learner
has difficulty
relating to an
educational
 environment and
profiting from it.
Is there really a
need to consider
this concept?
The theoretically
possible range of
marginality is
from none to all
(when learners
experience
virtually no
environments
that are
productive for
them). Educators
create
environments,
but they clearly
cannot do the
learning which is
why the condition
of the learner
accounts for so
much of the
variance when
we consider the
productivity of
any given
environment
5mins The learner may
(or may not) have
a smaller
vocabulary than
the average
person but does
 CHAPTER 24: LEARNING STYLES AND MODELS OF TEACHING
Making Discomfort Productive

possess a
vocabulary, has
internalized the
basic linguistic
properties of our
language, has
been a
participant in the
cultural process,
and has been an
observer of
adults as they
behave in our
society.
Second, the
position about
intellectual
differences
articulated by
Carroll (1971)
and Bloom
(1971) has
considerable
validity.
Education in third
assumption is
manifested in
formal
institutions, is
largely a public
activity, and the
full power of the
society comes
down on the
learner when a
marginal
 condition exists—
hence, the latent
side effects.

The last
assumption have
the potential to
relate to a wide
variety of
learning
environments,
provided they are
not made too
uncomfortable
and that they are
assisted in
relating
productively to
any given
environment.

5mins

5mins Learning
environments
can be adaptive,
potentially at
least, if we
design them with
flexibility in mind.

Finally, there
exist a good
number of
 CHAPTER 24: LEARNING STYLES AND MODELS OF TEACHING
Making Discomfort Productive

approaches to
teaching (the
construction of
learning
environments)
that are likely to
produce different
effects on
learners.

5mins

10mins

5mins A significant
advice given by
Thelen is that the
learner needs to
confront
problems and
diverse opinions
in order to reach
beyond the
present stage
and develop the
constructs that
will sustain
 growth at another
level.

We have to learn
our culture and
know its
functions.The
purpose of
education is. to
generate the
conditions that
will enable us to
acknowledge the
disequilibrium of
change as a
preequisite to
growth.

Before we end
our session, we
would like to
5mins leave this quote
given by Herb
Thelen to Bruce
Joyce, Fall 1963-

Learning facilitators:
CARLA FRANCE B. BASBAS
MARIA CATHERINE B. ABIAS