Understanding the Dynamics of Teaching and Learning
Teaching and learning are distinct processes that require a shift in focus from the traditional approach of solely delivering knowledge to encompassing the learning processes and the role of the learner. Emphasizing the learning process, acquiring, storing, and retrieving information, is essential for effective education. Additionally, recognizing students' cognitive states and addressing boredom, frustration, and assessment overload are crucial in facilitating meaningful learning experiences.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
Presentation Transcript
Teaching and Learning are very different Rob Reilly, Ed.D. 1
Whats my message There is more to TEACHING than just TEACHING Shifting focus from TEACHING also focus on LEARNING processes Shifting focus from the TEACHER to include the LEARNER 2
Focus on the learning process 3
Teach Process of acquiring, storing, retrieving 5
Teaching: Delivering knowledge/info 6
Learning: Acquire, Store & Retrieve knowledge/info 7
deliver & receive different processes 8
Teach 9
Math Loci Motor coord 10
How is a judo skill acquired? 11
The TEACHer can not get ahead of what the LEARNer can process! 15
Cognitive States (indiv vs. group) Assessment Overload Boredom All look alike 16
How do you recognize a student that is: being bored getting frustrated doing cognitive assessment What do you do when a student is: being bored getting frustrated doing cognitive assessment 17
Managimg a learning journey Another aspect o Emotions have impact o . provide motivation... o . provide disincentive 18
Emotion Axes (more for individual use) -1 -0.5 0 +0.5 +1 confident anxiety worry discomfort comfort hopeful confident boredom puzzlement ennui boredom indifference interest curiosity fascination frustration confusion puzzlement insightful enlightened euphoric encouraged dispirited disillusioned dissatisfied wistful hopeful encouraged terror dread apprehension calm enchanted enthralled awe embarrassed humiliation embarrassed chagrin content pleased prideful 19
Learning: Acquire, Store & Retrieve knowledge/info 20
Learning: Acquire, Store & Retrieve Muscle Memory 21
Learning: Acquire, Store & Retrieve Muscle Memory 22
Not typical LEARNING Different LEARNING process 23
Put Put together together it it 25
Whole-Part-Whole Demonstrate WHOLE technique o Point out critical aspects o Repeat slowly Open floor for questions Practice one part at a time Determine demo configuration o Sit and view instructor o With partner following instructor Size of a PART Configuration Magic skill 26
Helpful Tactics Uchikomi on what s been taught Roadblock: change the subject tachi waza -> ne waza -> back to business Do NOT fight attitude of judoka Full time out from Judo Fun drills 27
From the teacher From the learner 28
From the teacher: Feedback NOT positive or negative Just accurate -- improves skill 29
From the learner: Shifting/squirming Gazing around A message to you??? 30
Your Changing Role Not just Judo teacher Can t teach Judo like 1960s Problem solver for parents Character development Health - exercise Personal development Mental health issues 33
Todays learner.. 34
Im going to go home and end my life 35
Experience Gains 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 36
Practicing bad habits!! 37
Students dont learn from teachers they don t like ... don t bond with don t respect 38
teaching Nags/nasty Video yourself teaching learner monitoring 41
Whats my message There is more to TEACHING than just TEACHING Shifting focus from TEACHING also focus on LEARNING processes Shifting focus from the TEACHER to include the LEARNER 43
Teach 45
Whole-Part-Whole Demonstrate WHOLE technique o Point out critical aspects o Repeat slowly Open floor for questions Practice one part at a time Determine demo configuration o Sit and view instructor o With partner following instructor Size of a PART Configuration Magic skill 46
Feedback is NOT positive or negative It s just ACCURATE 47
Whats your definition? 48
I cannot teach anybody anything. I can only make them think. Socrates
