The Roles of the Teacher and Learner (1)

7/29/2019 The Roles of the Teacher and Learner (1)

1/51

The Roles of the Teacher and Learner

Teaching for the future


2/51

Teaching as Art

Teaching: in constant change

Teaching methods alter: the structure andideals of society alter (education privilege,

work hard, the treasure of knowledge;

despise education, resist schooling, waste

time at college, teach children to hate books;genuine hunger for learning result:

different kinds of teaching)


3/51

Teaching Principles

1.A teacher must know the subject: what are the mostimportant new discoveries in the theory of teaching? How toapply theory into practice? How to encourage the student?

Must continue to learn. 2. Teaching is inseparable from learning: to know the upper

ranges and inner depths of the subject a limited field ofmaterial stirs very few imaginations; seldom creativelyunderstood and never loved.

3. A teachermust believe in the value of his teaching subject

4.A teachermust love his job. 5.A teachermust love his students. The pleasures of

childhood are nothing to the joys of adultery bridge-buildingbetween two worlds


4/51

Teaching Principles cont.



5/51




6/51




7/51

Essential Abilities for A Good

Teacher Essential Abilities for A Good

Teacher


8/51

Major Roles of a Teacher

1. Teacher as a creative person

2. Teacher a model

3. Teacher as a consultant

4. Teacher as an adviser

5. Teacher as co-worker

6. Teacher as an co-author

7. Teacher as a guide

8. Teacher as an organizer/coordinator

9. cher as an innovator


9/51

Teacher as a creative person

Teacher as a creative person


10/51

Teacher as a Model

Teacher as a Model


11/51

Teacher as a Consultant

Teacher as a Consultant


12/51

Teacher as an Adviser, Co-Worker

Teacher as an Adviser, Co-Worker


13/51

Teacher as a Co-Author

Teacher as a Co-Author


14/51

Teacher as an Organizer/Coordinator

Teacher as an Organizer/Coordinator


15/51

Teacher as an Innovator

Teacher as an Innovator


16/51

Blog Design

Blog Design


17/51

Blog Design

Blog Design


18/51

Teachers Role: Teaching

Amendments Teachers Role: Teaching

Amendments


19/51


Amendments 7. Respond to One-Minute Papers 8. Dont have everything planned out for

every class. Its more engaging if there isan element of risk.

9. Prepare lectures like you were playingmusical scales.

10. Admit what you dont know. Dontbluff students.

11. Create ways to ensure that studentsget in touch with L2 before coming to the

class.


20/51


Amendments 13. Do mid-course evaluations.

14. Take pauses in class to stop and look

around to make sure they understand. 15. Choose authentic texts.

16. Have students critique each others

work. 17. Learn to listen to your students.

18. Every day reflect to your teaching.


21/51


Amendments 19. You dont have to be right; instead,

state one position and allow students toreact.

20. Give students a sense of communityby sitting in a circle, which provokesdialogue, and provides space for

intentional, respectful engagement. 21. Dont keep your back to the class for a

long period. 22. Walk around the class. Stand in

different places.


22/51


Amendments 23. Dress professionally.

24. Evaluate your classroom teaching: ask

students to give answers to the followingquestions: 1. What is helping you learnin this class?

2. What is getting in the way of yourlearning?

3. What are your suggestions for the rest

of the semester?


23/51

The Classroom as a Stage and the

Teachers Role Teachers role much in demand in

todays school arena.

Social inclusion of all pupils, regardlesstheir abilities and aptitudes, is the greatestpractical challenge for educators.

School scene places actors

Roles of the teacher: subject teacher andas teacher of arts and crafts in primary

schools.


24/51

The Primary Objectives for the

Teacherto experience expressreflect =

subject objectives

Teacher in the spotlight: Challenges of theteachers skills: to help demanding pupils,to create environment for experiences, to

stimulate the pupils interest and passionin the message or theme, to guide thepupils


25/51

The Roles a Teacher Plays in the

Classroom Manager, administrator of materials

(mediating artifacts or elements), initiator,

prime mover, reflection partner, mentor.Teaching and the school setting are

dynamic elements; just like in the theater.

Each work session has its setting, and it isnecessary to maintain the direction inwhich you are moving, the content and

form. (Pettersson, Tina, Flem &-


26/51

The Teachers Role in a Learner-

Centered Classroom Gradually begin doing less of the:

Organizing the content

Generating the examples

Asking the questions

Answering the questions Summarizing the discussion

Solving the problems


27/51

Objectives for the Teacher in a

Learner-Centered Classroom Reduce the telling Let the student discover principle Do more designing of activities and assignments

Teachers need to re-experience the learning process ofbeing a student

Model the thinking you use in your own problem solving students need examples of how learning is messy workeven for experienced learners

Have students learn from one another: group/team work Create a climate for learning in the classroom: safe,

conditions for critical feedback, value of shared ideas.


28/51

Questions the Teacher Asks Himself

When do I intervene? How do I intervene?

If I intervene, how do I do it so I am nottelling them?Ask questions lead to the needed

insights or understanding.

Ask them to describe their process andexplain have some logic to theirmethods

Let them continue and fail help themunderstand why failure happened


29/51

Final Objective

IT IS CRUCIAL THAT OUR BEHAVIORS ASTEACHERS BE CONSISTENT WITH WHAT

WE SAY AND WRITE ABOUT HOW THECLASS WILL OPERATE.


30/51

Teaching for Tomorrow

The changing role of a teacher under the

impact of ICT information and

communicative technologies

ICT potential as a source of knowledge, a

medium to transmit content, a means of

interaction and dialogue. ICT both a cause of change and a means

of achieving it.


31/51

What differences do communicativetechnologies make to school?

How does ICT enrich learning?

What differences do communicative

technologies make to school?How does ICT enrich learning?


32/51

Challenges of ICT

Challenges of ICT


33/51

What can ICT offer to pupils?

What can ICT offer to pupils?


34/51

What does ICT provide for teachers?

What does ICT provide for teachers?


35/51




36/51

Learning to know

Learning to know


37/51

The future learning versus the

traditional one

The future learning versus thetraditional one


38/51

The notion of Learning to be

The notion of Learning to be


39/51

Teaching for Tomorrow: Changes in

the Teachers Role

Teaching for Tomorrow: Changes in theTeachers Role


40/51

Principal Barriers in the Adoption of

ICT in classrooms

Principal Barriers in the Adoption of ICTin classrooms


41/51

New Teacher Tasks

New Teacher Tasks


42/51

ENGAGED LEARNING

= MEANINGFUL LEARNING

Jones, Valdez, Nowakowski andRasmussen (1994): Designing Learningand Technology for Educational Reform.Oak Brook, Il: North Central RegionalEducational Laboratory

- developed indicators for engagedlearning.


43/51

Vision of Engaged Learning

Successful, engaged learners areresponsible for their own learning.

Students define their own learning goals

Students evaluate their ownachievements

The joy of learning a lifelong passion forsolving problems, understanding and

taking the next step in thinking. They are strategic they know how to

learn; they know how to transfer theknowledge to solve problems creatively.

They are collaborative: work with others


44/51

Tasks for Engaged Learning

Tasks: challenging, authentic,multidisciplinary.

Tasks: complex and involve a sustained

amounts of time. Tasks: correspond to the tasks at home

and workplaces

Tasks: require integrated instruction thatincorporates problem-based learning andcurriculum by project.


45/51

Assessment of Engaged Learning

Authentic task, project or investigation.

Observing, interviewing and examiningpresentations: performance-basedassessment

Students create their own performancecriteria

i l d l & S i


46/51

Instructional Models & Strategiesfor Engaged Learning

Model of instruction: interactive

Instruction actively engages the learner, and isgenerative.

Instruction encourages the learner to construct and

produce knowledge in meaningful ways. Students interact with teachers and teach others

interactively.

Result: engaged learning is problem-, project- and goal-

based. Strategies: individual and group summarizing, means of

exploring multiple perspectives, brainstorming, Socraticdialogue, team teaching.

L i C f E d


47/51

Learning Context of EngagedLearning

Classroom: a knowledge-building learningcommunity.

Such communities develop shared

understandings collaboratively; search for strategies to build on the

strengths of all of its members;

encourage students to ask hard questions,define problems, lead conversations andengage in various activities.


48/51

Grouping for Engaged Learning

Learning-centered collaborative work:small groups or teams of two or morestudents within or across classroom

boundaries Heterogeneous groups (different sexes,

cultures, abilities, ages and socioeconomic

backgrounds) wealth of knowledge andperspectives to different tasks.

T h R l f E d


49/51

Teacher Roles for EngagedLearning

The role of the teacher has shifted fromthe primary role of information giver tofacilitator, guide and learner.

Teacher facilitator: provides the richenvironments and learning experiencesneeded for a collaborative study.

Teacher a guide

Teacher incorporates mediation,modeling and coaching.

Teacher co-learner Teacher co-investigator with the

students

St d t R l f E d


50/51

Student Roles for EngagedLearning

Student explorer

Student interaction with the physicalworld to discover concepts and apply skills

Students reflect upon their discoveries:cognitive apprentice

Students become teachers themselves by

integrating what theyve learned. Students producers of knowledge

Students make significant contributions

to the worlds knowledge

CONCLUSION TEACHING


51/51

CONCLUSION: TEACHINGPRINCIPLES FOR SUCCESS

1.Teaching context determines the methods a teacher uses. 2. Teaching language through content teaching via content-based

instructional methods.

3. Learning from whole to part 4. Lesson should be learner-centered

5. Lessons should have meaning and purpose for learners 6. Learning should take place in social interaction Lesson should include all four modes: speaking, listening, reading &

writing 7. Provide bilingual support by showing respect for diverse cultures 8. Expand student potentials

The Roles of the Teacher and Learner (1)

Documents

Transcript of The Roles of the Teacher and Learner (1)