Notes on Chapter 5 & 6
Johnathan Masters
August 3, 2014
Chapter 5: Teacher Centered Learning
Instructional strategies that are employed the classroom ranges on a
continuum from teacher-centered to student-centered. Teacher-centered
tactics are those where the main distributer of information, using a
multipilicity of tactics, such as: lecture, presentations,
demonstrations, reciting, drill and practice (Burden & Byrd,
2013). The full continuum is 4 approaches: 1) Direct instructional
method; 2) Inductive instructional approaches; 3) Social
instructional approaches, and; 4) Independent instructional
approaches (Burden & Byrd, 2013).
Most of the time, students are passive learners, just absorbing the
information, by observing the teacher. “Direct instruction lends
itself more to the lower level of the revised Bloom's taxonomy”
(Anderson & Krathwohl, 2001). The emphasis on teacher-centered
learning is on memorization of facts, and understanding and applying
them to some degree.
Inductive learning is when learns with indirect instruction. While
the teacher may guide the student, for the most part, inductive
learning puts the responsibility of learning on the student. The
teacher's focus is to get their students to discover information on
their own, and come to their own conclusions. The types of activities
inductive learning utilizes are “cooperative and interactive
practices, such as projects, cooperative learning, problem-based
learning, and inquiry approaches” (Burden & Byrd, 2013).
“Indirect instruction lends itself more to the middle and upper
levels of the revised Bloom's taxonomy, with emphasis on doing
something with the facts—applying, analyzing, evaluating, and
creating knowledge.” (Burden & Byrd, 2013).
The gradual release of responsibility model is where students are
weaned off just being blindly obedient to the teacher, to become more
independent and responsible for their own educational careers. First,
it starts out with teacher-centered learning, where the teacher does
nearly everything. Then, there's guided instruction, where the
teacher and students work together. Collaborative projects are one of
the best ways to learn, because it utilizes our social natures, as
Vygotsky points out. Not only are relationships being created around
your curriculum, but they are also learning at a higher level. The
Learning Pyramid says that Dialogue has a 50% retention rate.
Collaborative learning is when students get into groups, and work on
projects, and demonstrations. The last step is Independent work.
Another major distinction presented in the textbook is the
difference between Inductive versus Deductive learning. Deductive
learning uses deductive logic, where the teacher tells the students
the Big Idea, and uses several examples, for them to get the point.
Inductive learning is where the Teacher gets the students to figure
out the Big Idea, by only presenting the examples, thus forcing the
students to think for themselves, and come to the same conclusion as
you.
Chapter 6: Student Centered Learning
There are many tactics to utilize Student-centered learning. These
include: Cooperative learning, Debate, Differentiated Instruction,
Discovery, Discussion, Independent Study, Inquiry, Panel, Role
Playing, and Simulations/Games. Cooperatively learning is when the
students learn together. Jigsaw is a popular tactic for cooperative
learning, where each student is given a piece of a project to do, and
then they come together, to work on the complete project together.
Debate is when students verbally defend their positions with reasons
and examples, in a positive, safe, and structured environment.
Differentiated instruction is teaching one lesson in a multiple ways,
to cover all of Gardner's Multiple Intelligences, and to appeal to
the learning styles that work best for the individual students.
Discovery is when the students find out informatio on their own, and
“discover” the knowledge for themselves. A panel is where
students gather together to talk about important information. The
rest are self-explained.
Teams-games-tournaments (TGT) is when students learn mastery of
their subject materials by playing academic games. Role-playing games
is an effective technique for the students. Role playing is where
students act out or dramatize a situation, circumstance, or idea.
(Burden & Byrd, 2013). For those who excel, learning stations
could be set up for them to continue learning, after they are
finished with the lesson. Independent work is best, because it
totally relies on the interests and drive of the individual learner.
Learning contracts is a great way to keep the focus of Independent
study.
Bibliography
Burden & Byrd. (2013). Methods for Effective Teaching: Meeting
the Needs of All Students. New Jersey: Pearson Education. Pgs. 122,
123, 124, 161.
Anderson L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for
learning, teaching, and assessing: A revision of Bloom's taxonomy of
educational directives. Boston: Pearson/Allyn & Bacon.
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