Foundations of Teaching and

Learning
Course 1: Introduction
Week 2: Thinking About Learning
Lecture 2.3: Teaching for Learning
 A simple equation?

Teachers teach and

children learn. It is as
simple as that.
(Chris Woodhead, Class Wars)
 A complex equation

We must pursue the

connections with aggressive
curiosity and healthy
scepticism
(Judith Warren Little)
Sticky Knowledge
inappropriate medium
self doubt self talk

misconception
lack of prior peer norms
knowledge
Do your students ever doubt their ability
or intelligence?

Do they talk themselves down? (I’m not

very good at….)?

Are they influenced by what their friends

and peers say or do?
Am I aware of the prior knowledge my
students bring with them into the
classroom?

Do I understand or check out their

misconceptions before going on?

Am I using the best medium for

communicating with them?
` A world of childhood, a world of learning
Three key principles

CONNECT

EXTEND

CHALLENGE
Three key principles
3 Simple Principles
CONNECT
How does this new information connect
with what you already know, think, can
do?
EXTEND
How does this new information extend,
build on, what you already know, think,
can do?

CHALLENGE
How does this new information challenge
what you already know, think, can do?
Teaching for learning
 Connect, extend, challenge
 What makes you say that?
 What do you think you know?
 What puzzles you?
 What do you wonder about?
 Think Pair Share
 I used to think…now I think
All learning is social,
emotional and
intellectual
There is always one moment
in childhood when the
door opens and lets the
future in.”

Graham Greene
The Power and the Glory
 The teachable moment

When the timing is right, the ability

to learn a particular task will be
possible. This is referred to as a
'teachable moment.' It is important to
keep in mind that unless the time is
right, learning will not occur. Hence,
it is important to repeat important
points whenever possible so that when
a student's teachable moment occurs,
s/he can benefit from the knowledge
(Robert Havighurst, Human
Development and Education, 1952)
 A complex equation

We must pursue the

connections with aggressive
curiosity and healthy
scepticism
(Judith Warren Little)
 SPO T CH ECK
C O N C E N T R A T IN G 1 2 3 T H IN K IN G A B O U T O T H E R T H IN G S

ALERT 1 2 3 DROW SY

RELAXED 1 2 3 A N X IO U S

W IS H IN G T O B E H E R E 1 2 3 W IS H IN G T O B E S O M E W H E R E E L S E

HAPPY 1 2 3 S AD

A C T IV E 1 2 3 P A S S IV E

E X C IT E D 1 2 3 B ORED

T IM E P A S S IN G Q U IC K L Y 1 2 3 T IM E P A S S IN G S L O W L Y

FULL O F ENERG Y 1 2 3 V E R Y L IT T L E E N E R G Y

S O M E T H IN G A T S T A K E 1 2 3 N O T H IN G A T S T A K E

S O C IA B L E 1 2 3 LO NELY

EAS Y TO CO NC ENTR ATE 1 2 3 D IF F IC U L T T O C O N C E N T R A T E

CHEERFUL 1 2 3 IR R IT A B L E

E A S Y T O B E C R E A T IV E 1 2 3 D IF F IC U L T T O B E C R E A T IV E
Foundations of Teaching and
Learning
Course 1: Introduction
Week 2: Thinking About Learning
Lecture 2.3: Teaching for Learning