Architecture NOTES BY

of Teaching
MONYSOVANN LY
Acquisition model of learning
Learner
acquires
knowledge
& skills

Direct
instruction

Teachers transmit
knowledge &
skills
Learner’s recall rate
Listening Receive
5%
Learners receive
Reading information
10%
Learners are
Audio-Visual
20% increasingly active
and challenged
Demonstration 30%
Apply
Discussion Groups 50% Learners apply their
learning
Practice by doing 75% Experience is
increasingly practical
90% and multi-sensory
Teaching others
 DO: concrete experience

REVIEW: reflective observation

Kolb’s
learning
cycle
LEARN: abstract conceptualization

APPLY: active experimentation

 Bloom’s Taxonomy in Cognitive
Domain

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

•Remembering •Understanding •Use or apply knowledge, •Break down material into •Put component parts back •Judge the value of
•Remembering previously •Grasp the meaning of put theory into practice its component parts so together to form a new material for a given
learned material and material shown by that its organizational whole purpose based on
involves recognition and interpreting, translating, structure may be definite criteria
recall of information or summarizing it understood

Lowest (Spectrum of Difficulty) Highest

Differentiation (crossword
example)

Easy Moderate Medium Hard

Given both
Given both Given the
clues but Given only
clues and answers, make
options as clues
answers up the clues
answers
Piaget’s constructivism

Assimilation
• Occurs when children Accommodation
realize their schema fits
• Happens when children realize
another situation
that their schema does not ‘fit’
what is happening; this forces the
child to develop a new schema
based on the latest experience
Piaget’s stages of cognitive learning
development

Sensory motor Pre-Operational Concrete Formal

Intuitive
stage stage Operations Operations
•Age 0-2 •Age 2-4 •Age 4-7 •Age 7-11 •Age 11-15
•Observations: •Observation •Observations •Observations: •Observations
•Sensory-based •Start using •Development •Decentering •Thinking in the
learning language to of classificatory •Conserve abstract
•Object express learning •Use of •Logical &
Permanence thoughts and •Emphasize abstracted methodical
•Trial & error symbols in play looks and concepts
learning •Egocentric appearance
•Animism
Andragogy vs Pedagogy
Assumption Pedagogy Andragogy
Concept of the learner Dependent on Personality Increasingly self-directed

Rich resource for learning by self and

Role of the learner’s experience Built on, rather than used as resource
others

Readiness to learn Uniform by age, level and curriculum Develops from life tasks and problems

Orientation to learning Subject-centered Task or Problem-centered

Motivation to learn External rewards and punishments Internal incentives and curiosity
Self Actualization Realizing personal potential

Maslow’s
Self esteem, achievements,
Esteem needs respect for others

Belonging, love and hierarchy

of needs
Work group, family affection
acceptance needs

Safety needs
Protection from the elements,
security, order, law, limits,
stability
(theory)
Fresh air, food, drink, shelter,
Psychological needs warmth, sleep
Maslow’s hierarchy of needs
(practice)
• Be enthusiastic, supportive and promote optimism, encourage
Self
projects and innovative ideas/experimentation. Be positive
Actualization about the future.

• Treat learner with dignity. Encourage independence,

Esteem needs welcome ideas. Praise when appropriate and guide as
necessary.

• Show respect, and that you care. Promote

Belonging, love and
interaction between learners and a cohesive
acceptance needs class climate.

• Maintain confidentiality/privacy. Treat

Safety needs learners fairly and equally. Follow safety
procedures.

• Ensure room is warm, ventilated,

seating is comfortable. Provide
Psychological needs adequate breaks. Arrange
furniture according to needs.
 Intrinsic Needs Extrinsic School or College

Motivation
•emotional, •Class, peers, year
educational, physical group

Interest Career
•Media, subject, leisure, •Qualifications for
hobby employment for
further education

Interpersonal & Lifelong Learning

Social •Communication skills,
•Relationship with ITC skills, numeracy
teacher, relationships skills
with peers

Aptitudes Social
•Types – eg special •Family, friends,
confidence skills neighborhood

Drives
•Competition, security
 Ideas for using extrinsic
motivation

Use homework Upbeat Ending Visit Sites Celebrating Success Highlights

constructively
Research-libraries, Try to finish learning Going to conference Make a website Remind your learners
websites sessions on an upbeat exhibition, etc. Print out digital photos of about the highlights of the
Produce plans for projects E.g. ‘we did this well, next Visiting other course activities e.g. visits learning program activities
time we are going to look schools/colleges to look forward to like the
Take photographs Device sketches, use of movie trailers
at…’ Making displays and presentation etc. for
Work on projects
presentations for parents’ parent’s evening
visits Make video clips of
Contract press/media learning activities
about exceptional projects Gallery of student work
and activities
 Motivators

1.Enthusiastic teacher using a variety of teaching and learning strategies.

2.Active learning tasks with lots of learner involvement.
3.Learning tasks are meaningful and relate to previous learning.
4.Learning activities set at the right levels and differentiated so all learners
experience some success.
5.Variety of teaching and learning methods used – lessons unpredictable.
6.Changes of lesson pace with learners given ‘thinking time’.
7.Learners given individual support.

Motivators 8.Lots of praise and positive body language from teacher.

9.Timely feedback from formative tests.

versus De-
10.Learners know lesson content and what is expected of them.

motivators
De-Motivators

1.Didactic teacher who mainly talks at or lectures the students.

2.Passive learning tasks with little or no learner involvement.
3.Learning tasks are obscure and do not relate to previous learning.
4.Learning activities not differentiated and too hard at the beginning or do
not stretch the more able learners.
5.Lack of variety of teaching and learning methods – lessons predictable.
6.Pace of lesson too fast/slow and learners not given ‘thinking time’.
7.Waiting for help from teacher.
8.No praise and negative body language from teacher.
9.No feedback from formative tests.
10.Learners unsure of lesson content and what is expected of them.
 Touch, taste,

Broadbent’
smell, hearing, Sensory register
sight

Selection of
relevant
information
Short Term
Memory s model of
Selection of
regularly used
useful information
Long Term
Memory
memory
 Reinforcement of life-long
learning
Techniques for Effective Learning

Construct meaning through active learning

• A student is more likely to remember what they have learned about Newton’s Laws of Gravity if they drop objects of different mass from the same
height and see which ones hit the ground first and decide the outcomes rather than reading what happens from a book.

Connect to prior knowledge so new learning can be associated with existing understanding
• A difficult concept such as electricity can be compared to the flow of water running in a stream.

Engage the emotions to strengthen the neural connections

• In a science class, if the students are allowed to smell a noxious gas or feel a pulse before and after exercise, then their emotions are more likely to be
heightened. The emotional content of a lesson can also be increased through the use of humor, creating anticipation, or through reading or watching
significant triumphs, disasters, historical events, etc.

Present learning in context so the brain makes more associations and constructs more meaning
• Students often learn far more from an educational visit to a zoo, power station, hospital, etc., as it is more memorable than just discussing it in a
classroom setting or seeing it on a TV screen.

Make the learning relevant as the brain is selective about the information it transfers to long-term memory
• Role-playing by writing a letter of application for a job to develop literacy skills or using a foreign language to order a meal in a restaurant to develop
language skills is relevant to what people do in everyday life.
 Reinforcement of life-long
learning
Use learning activities that are multi-sensory as we remember most of what we hear, read, see, say, and do
•Lessons should contain regular changes of activities to engage as many of the senses as possible.

Present learning in short bursts as we tend to remember far more information at the start and finish of presentations rather than the
middle
•Changes of activities and variation of pace help to achieve this so in effect there are lots of mini starts and finishes. The introduction to the lesson should also link back to previous
learning and the conclusion should recap what has been learned.

Regularly review learning as most information is forgotten after a very short time
•The use of short quizzes, crosswords, games, etc., can be used to revisit learning and are also fun. This reinforcement of learning is very important.

Devising activities that engage both hemispheres of the brain

•Most people find it easier to remember the words of a song than the words of a poem because singing stimulates both the left and right sides of the brain. The left or analytical side
of the brain works in a very sequential way, from the parts to the whole and oversees language, logic, and number concepts. The right or global side of the brain is non-verbal and
intuitive, working from the whole to the parts and deals with visualization, imagination, music, art, rhyme, and rhythm. Group singing as a learning strategy can be used often with
all learners.

Employ memory strategies such as the use of mnemonics (rhymes, rules, phrases, diagrams, acronyms, etc.)
•To help with spelling in the English language, we may have learned the simple rhyme ‘i before e except after c’ or in music lessons the order of notes on staves of music on the line
as EGBDF (Every Good Boy Deserves Favour) and the notes between the lines as FACE even though we can’t play a musical instrument!
 Active Learning

Review previous learning

Explain, demonstrate, think out loud
Continually check the learning of groups and individuals in terms
of what they are doing and how they are doing it
Conclude by reviewing what has been learned

Feedback
Teaching & •Medals: positive feedback (not grades and marks)
Learning •Mission: constructive criticism

Reinforcement

•Re-visiting topics on a regular basis

•Listening & accepting ideas with respect so they are not afraid to
ask questions they don’t understand
•Acknowledging them as individuals who have unique thoughts
•Showing interest and continually praising their work
•Spending time with them on a 1:1 or small group basis
•Using positive body language such as smiling or nodding
Teaching and
Learning (continued)
Quality of teaching
◦ Practical/group work
◦ Use of ICT/audio visual
◦ Educational visit
◦ Role play/simulation
◦ Discussion or debate
◦ Visiting speaker
◦ Project work
◦ Pair work
◦ Peer Assessment/self assessment
◦ Learner interactive presentations
◦ Scaffolding