Methods for teaching or

teaching practices
Or tips for effective teaching
Two Books will be used
Chapter 9,10,11,12 from “A guide to teaching practices” by Cohen
Chapter 9 learning and teaching
Chapter 10 Early years and primary teaching
Chapter 11 Secondary teaching
Chapter 12 Language in classrooms
 Methods for teaching By Jacobsen
Chapter 1 introduction
Unit one: Managing classrooms for effective instruction
2. prevention 3. interventions
Unit two: Standards and planning for instruction
4. goals of instruction 5. formulating goals 6. planning for assessment
Unit three: Standards and implementing instruction
7. Questioning 8. teacher- centered 9. learner centered 10. learning differences
Unit four: standards and assessing instruction
 Questions
1) What are the characteristics of deep and superficial learning?
How do we improve deep learning?
2) What are the constituent elements of Higher-order thinking?
Higher-order thinking – how it is learnt?
 Introduction

Schools exist to promote learning and teachers are facilitators of learning.

This chapter set out some of the key principles for effective teaching and
learning.
Two main areas.
1) Aspects of the moves to constructivism and the implications in teaching
and learning.
2) Examine some issues in effective learning.
(Shift from attention of teaching to attention to learning)
SUPERFICIAL AND DEEP
LEARNING
 DEEP AND SUPERFICIAL LEARNING

• Students drop deep learning (understanding, meaning-making) as they progress through school,
teaching pushes them to superficial learning (facts, typically for a test).
• Metacognition is at the heart of learning
• Metacognition is learned in groups.
• Students’ perceptions of tasks and contexts, their own intentions in learning, and their own views of
the teachers’ requirements affect their learning significantly.
 DETERMINANTS OF SUPERFICIAL
LEARNING

• Excessive amount of course material and inert, discrete knowledge as facts.

• Relatively high class-contact hours.
• Lack of opportunity to pursue subjects in depth.
• Lack of choice over subjects and methods of study.
• Passive learning.
• Threatening and anxiety-provoking assessment system.
• Memorization as an end in itself.
• Assessment which asks students to reproduce information rather than make
sense of it.
 IMPROVING DEEP LEARNING

1. Motivation: we learn best what we feel we need to know.

2. Intrinsic motivation: greater student choice, control and ownership.
3. Learning by doing, applying, active learning and making sense of the activity.
4. Interaction with others (including peers).
 IMPROVING DEEP LEARNING

5. Well-structured knowledge base: engaging and integrating knowledge, connecting it to prior

experiences and knowledge.
6. Promoting understanding and meaning-making.
7. Memorization for understanding, seeing relationships, application and meaning-making.
8. Learning for ‘knowledge-making’ rather than for ‘data-reproducing’.
 IMPROVING DEEP LEARNING

9. Uniform approaches to all are intellectual death to some.

10. We should see the learner in pursuit of knowledge, not knowledge in
pursuit of the learner.
11. Rigid systems produce rigid people; flexible systems produce
flexible people.
Q2: HIGHER ORDER THINKING
CHARACTERISTICS OF HIGHER ORDER
THINKING
• Synthesis
• Evaluation
• Interpretation
• Hypothesizing
• Predictions
• Conjecture
• Critical thinking
• Judgement
• Reflection
• Self-regulation
• Testing ideas
• Problem-solving.
 HIGHER ORDER THINKING

Higher order thinking is concomitant with most forms of learning, i.e.:

• It is not only for able students.
• It does not follow after lower order thinking, but is simultaneous.
• It starts with the youngest children – it is not reserved for mature learners.
• Embed basic skills within more complex tasks, and plan to teach higher order
and lower order thinking simultaneously.
WHAT IS A PROBLEM?

> NOT FAMILIAR WITH IT

> WE DON’T HAVE AN IMMEDIATE ANSWER TO IT
(I STOP AND THINK, RETHINK…)
EX ON PROBLEM SOLVING
ANOTHER EX

 
Content related problem solving
CRITICAL THINKING

• Selecting and evaluating suitable information.

• Separating fact from opinion.
• Analysing and evaluating arguments.
• Exposing unstated assumptions.
• Weighing evidence.
 PROBLEM SOLVING

• Identifying, understanding, clarifying and articulating a problem.

• Evaluating strategies to solve the problem.
• Selecting a solution.
• Implementing the strategy.
• Evaluating the intervention/implementation of the strategy.
 KEY PEDAGOGICAL FACTORS
IN HIGHER ORDER THINKING
• Higher order thinking is learned socially.
• Learning takes place through talking, language and interaction.
• Higher order thinking is developed through student autonomy, choice and
responsibility.
• Learning improves through active exchange.
• Learners plan and manage their own learning.
• The teacher must ‘scaffold’ learning.
• Scaffolding must take place within the ‘zone of proximal development’ (the gap
between what a person is able to do alone and what he/she can do with the help of
someone else..
 DEVELOPING METACOGNITION

• Require students to reflect on their own learning.

• Work through problems visually/graphically.
• Conduct debriefings.
• Use cooperative learning and feedback from, and to, students.
• Introduce, and build on, cognitive conflict (a puzzling experience which contradicts others) and
constructive disagreement.
• Have students consider:
• examining aims, goals and objectives;
• examining all sides of an issue/argument;
• the plus, minus and interesting points in a situation;
• the consequences of, and sequels to, a situation.