expert

formal authority personal model delegator mentor

What is your style?

What is your teaching philosophy?

 Collaboration

in teams Critical thinking taking on complex problems Oral communications presenting Written communications- writing

the ability to work

 Technology

use of technology Citizenship take on civic and global issues; service learning Learn about careers through internship Content conduct research and do all of the above

1. Active Learning

-an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners, Bonwell and Eison (1991) - an environment that allow students to talk and listen, read and write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role-playing and other activities all of which require students to apply what they are learning

 Where

teachers serve as coach or facilitators guiding students to the desired goal Implies broader shift in approach; teachers capability in creating and managing an array of learning tasks and activities

Focus: learner and learning process: -developing initiative, motivation and enterprise - using skills and knowledge to solve real-world problems Social nature of the learning process: - teamwork and collaboration

As one learns, one learns how to learn.

1. 2. 3.

4.
5.

Allow students to learn by doing Encourage student collaboration Provide opportunities for all students to present information Use multiple methods of evaluation Allow students the freedom to experiment with ideas

2. Collaborative learning

-is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. -refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other.

 environments

interact in purposely structured heterogeneous groups to support the learning of oneself and others in the same group.

where students

1. Positive Interdependence (sink or swim together) Each group member's efforts are required and indispensable for group success Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities

2. Face-to-Face Interaction (promote each other's success) Orally explaining how to solve problems Teaching one's knowledge to other Checking for understanding Discussing concepts being learned Connecting present with past learning

( no hitchhiking! no social loafing) Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. Giving an individual test to each student. Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class.

3. Individual and Group Accountability

Observing each group and recording the frequency with which each member-contributes to the group's work. Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers. Having students teach what they learned to someone else.

 Social

skills must be taught: Leadership Decision-making Trust-building Communication Conflict-management skills

Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change

Problem-based learning (PBL) is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. -- Barbara Duch

The instructor speaks for a specified period of time, while the students record what is said in their notes for later reference. The participation by students is generally minimal and consists mostly of asking clarifying questions or answering brief factual questions.

 student centred and discussionbased pedagogy involving the exploration of realistic and specific situations contained in case studies. - these are detailed accounts of situations that engage the participants in solving the problem

An educated person is one who has undergone a process of learning that results in enhanced mental capability to function effectively in familiar and novel situations in personal and intellectual life. In order to function effectively in such situations, one needs to acquire:

a. general information (knowledge), b. general thinking abilities involved in knowledge building/construction and knowledge critiquing, c. general language abilities needed for clear, precise, and effective communication for epistemic purposes,

d. the capability for independent learning with respect to (a)-(c), including the capability to engage in rational modes of inquiry, and, e. the mind set that facilitates (a)(d).

above all,

 These

are the ingredients of "educatedness". If we accept this characterization, it follows that educational programs should be so designed as to maximize the probability of learners achieving these goals in the educational setting.

teacher: enabler of dreams

randy pausch the last lecture