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The Goals of
Teaching are Long–Term Goals
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Knowledge and skills that are durable and survive long
periods of disuse.
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To develop a mental representation of the knowledge or
skills that allows for flexible access to that knowledge or skills.
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Representation that allows the learner to draw on what
has been learned in order to perform in the real world conditions that differ
from the conditions of the training (Robert Bjork, UCLA, Memory and
Metamemory).
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One subjective or objective measure of the strength of
a memory representation may not correlate with the strength of a different
subjective or objective measure (R. Bjork).
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The learner because of the condition of the
learning—blocked practice—immediate feedback, fixing of the learning
conditions may be artificially supported during the learning—resulting in a
false sense of long-term readiness (R. Bjork).
Analogy as a
Key Teaching Tool
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The brain is an analog processor, meaning essentially,
that it works by analogy and metaphor. It relates whole concepts to one
another and looks for similarities, differences, or relationships between
them. It does no assemble thoughts and feelings from bits of data (John
Ratey MD A User’s Guide to the Brain).
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Students’ learning goals have changed markedly over
the last thirty years from intellectual to vocational (A. Astin 1998).
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Vocational goals tend to be negatively related to
higher order learning (Donald and Dubac, 1999).
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A strong correlation exist between teacher’s belief
systems regarding teaching and learning and their overall effectiveness as
teachers (Study by Ruddell and Harris 1989).
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Effective teachers facilitate learning through
discovery rather than didactic (teacher-centered) teaching strategies.
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However, most teachers believe that an increased level of
teacher directed activities was necessary for students to achieve curriculum
standards (Ruddell and Harris 1989).
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They also believed that there was not enough time to
focus on reaching standards and improving test scores and improving students
thinking—they didn’t have time to let the --students construct their own
meaning (Savage 1998).
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In 1993 a poll of 85 educators in 18 school districts
across the USA------ were asked to identify their most frequently used
techniques for teaching thinking –self regulation, critical thinking and
creative thinking were commonly NOT used by those polled. (Marzano
1993).
What Else Can We Do but
Lecture????
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Training and Coaching
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Breaking instruction into steps and reinforcing progress
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Inquiry and Discovery
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Teaching thinking skills, problem solving and creativity through
inquiry
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Groups and Teams
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Sharing information. Working cooperatively on projects, exploring
attitudes and beliefs and opinions through group process
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Experience and Reflection
Reflect on learning that takes place in the work place, internships,
travel, field trips or outdoor activities
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Service learning
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Fieldwork
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Collaborative research
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Peer learning
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Cooperative learning
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Project-based learning
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Independent study
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Problem-based learning
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Case study
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Simulation
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Games
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