Viola learning theories & implications to teaching oct20
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Transcript of Viola learning theories & implications to teaching oct20
Learning Theories and Their Implications to Teaching
Viola October 25, 2014
About this Presentation
Define learning & teaching
What is a learning theory
Some categories of learning theories
Highlight some implications of learning theories to teaching
Provide example(s)
What is Learning
What is Teaching
About Learning Theories in Education
What is a Learning Theory
Origin - answering why and how learning occurs
Philosophies about how learning occurs
Many ways of ‘grouping/categorizing’ learning theories
Some Learning Theories in Education
Some Learning Theory Categories
Historical Evolution of Learning Theories (e.g. Wilson & Peterson, 2006)
From Towards
Learning Process Sponge, Passive, individual activity, diversity as problematic
Active, collaborative, diversity as resource
Funds of Knowledge
Disciplinary facts – what to be learned
Consider what, why and how learning takes place, inquiry processes
Teaching Practice Teacher centered, transmission of information from teacher to students
Complex process, student centered, teachers continually improve on TPCK
Implications to Teaching Teaching philosophies – what one believes as best practice
Potential gap between learning and teaching research communities (Wilson & Peterson, 2006)
Teacher as a coach or facilitator of learning
Enable Knowledge integration – build on what they already know
Shared responsibilities- communities of practice, collaboration etc (Lave & Wenger, 1991)
Intellectual process- teachers as experts and with adequate TPCK (Mishra, & Koehler, 2006; Shulman, 1983; Wilson & Peterson, 2006)
Example of Students’ prior Knowledge Some students’ prior knowledge
Some students’ reasoning
What we expect them to understand
Children look their parents
They see resemblance in their own families
Offspring inherit genetic material from parents
Can roll tongue like dadHave dimples like mom
Some students’ beliefs that • genetic material for
a trait only from a parent they resemble
• What is expressed is dominant
• Only dominant trains are inherited
• Boy inherit more genetic from father than mother & vice versa
Gene exist in more than one form One allele from each parentExpression depends on dominance, recessive, codominance etc
Implications to Practice
References Hollis, K. (2014). TPCK Model and Learning Technology by Design.
http://kristinahollis.wordpress.com/2013/04/03/tpck-model-and-learning-technology-by-design/
Illeris, K. (2004). The three dimensions of learning. Malabar, Fla: Krieger Pub. Co.
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press
Lewis, J., Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance-do students see any relationship? Int. J. Sci. Educ., 22(2): 177-195.
Manokore, V., Williams, M. (2012). Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory. Int. J. Biol. Educ., 2(1): 1-31.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.
References cont’ Stewart, J.H. (1982). Difficulties experienced by high school students when
learning basic Mendelian genetics. Am. Biol. Teacher, 44: 80–84, 89.
Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
Turney, J. (1995). The Public Understanding Of Genetics - where next? Euro. J. Genet. Soc. 1 (2): 5 - 20
Wood-Robinson, C. (1994) Young People’s Ideas About Inheritance And Evolution. Stud. Sci. Educ. 24: 29-47
Wilson, S. M., & Peterson, P. L. (2006). Theories of Learning and Teaching What Do They Mean for Educators? Washington DC: National Education Association