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.

• Teaching and learning dynamics
• Learning processes
• Student engagement
• Cognitive states

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Uploaded on Apr 03, 2024 | 3 Views

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1. Teaching and Learning are very different Rob Reilly, Ed.D. 1

2. 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

3. Focus on the learning process 3

4. 4

5. Teach Process of acquiring, storing, retrieving 5

6. Teaching: Delivering knowledge/info 6

7. Learning: Acquire, Store & Retrieve knowledge/info 7

8. deliver & receive different processes 8

9. Teach 9

10. Math Loci Motor coord 10

11. How is a judo skill acquired? 11

12. 12

13. 13

14. 14

15. The TEACHer can not get ahead of what the LEARNer can process! 15

16. Cognitive States (indiv vs. group) Assessment Overload Boredom All look alike 16

17. 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

18. Managimg a learning journey Another aspect o Emotions have impact o . provide motivation... o . provide disincentive 18

19. 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

20. Learning: Acquire, Store & Retrieve knowledge/info 20

21. Learning: Acquire, Store & Retrieve Muscle Memory 21

22. Learning: Acquire, Store & Retrieve Muscle Memory 22

23. Not typical LEARNING Different LEARNING process 23

24. 24

25. Put Put together together it it 25

26. 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

27. 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

28. From the teacher From the learner 28

29. From the teacher: Feedback NOT positive or negative Just accurate -- improves skill 29

30. From the learner: Shifting/squirming Gazing around A message to you??? 30

31. Canary in Coal Mine 31

32. 32

33. 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

34. Todays learner.. 34

35. Im going to go home and end my life 35

36. Experience Gains 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 36

37. Practicing bad habits!! 37

38. Students dont learn from teachers they don t like ... don t bond with don t respect 38

39. Dont be a Perimeter Coach 39

40. 40

41. teaching Nags/nasty Video yourself teaching learner monitoring 41

42. 42

43. 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

44. 4

45. Teach 45

46. 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

47. Feedback is NOT positive or negative It s just ACCURATE 47

48. Whats your definition? 48

49. 49

50. I cannot teach anybody anything. I can only make them think. Socrates