Theory in teaching - created from Mind Map

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Teacher development

Students

Teaching techniques

Schools

3 Phases of teaching Fuller 1969 - self - task - impact

Reflexive approach need to question and evaluate Addison and Burgess 2007

University

Behaviour Management

Practical Stuff

Mentoring

Integrating in to school environment

Level of impact concern varies with individual - Pigge and Marso 1997 ; Clark and Conway 2003

Challenging view of TT and UNI - Holt 1990

PGCE gradual introduction to teaching - akn complex relationship between subject knowledge and pedagogy - Prentice 2007

Alternative rather than ultimatums - Simmon & Hawkins 2009, Cowley 2010

Development of effective Pupil - Teacher Relationship - Elton Report 1989

Phil Beadle - How to teach

Use of Model and Support L Daloz 1986

Retreat

Growth

Stasis

Confirmation

"All trainees have their own perceptions of how they are being dealt with" Fletcher, S. 2001

Behavior

ethnicity

Learning & Development

Knowledge retention

Pupil behaviour and the impact of teaching

role normative assumptions play on defining pupil behaviour

Consider quality of teaching - Rowe 2006

Hallam and Rogers (2008)

(Graham, L 2007)

Hallam and Rogers (2008)

Stages of development

Associative / Behaviouirist - Building Concepts step by step

Constructive

Situative

Accelerated Learning

Adey and Shayer (1994) stress, learning accelerates when pupils conquer real challenges set for them not when problems are pre-eliminated. in Silcock 2003

Intervention not instruction

3 Stages of development - enactive, iconic, symbolic - Bruner cit in Kyriacou 1986

Piaget 4 Stages of child devlelopment - Sensorimotor, preoperation, concrete operational, formal operations

Skinner

Gagne (Instructivism and Instructional Design)

law of Operant conditioning - electrocuting mice

making mistakes demoralised learners and interfered with their steady progress - skinner cited in Moore 2000

Individual - Achieving understanding through active discovery

Social - Achieving understanding through dialogue and collaboration

Minimal guidance in instruction does not work - Kirschner et al

Piaget

Papert

Kolb

Biggs

‘The brain learns when it is trying to make sense; when it is building on what it already knows, when it recognises the significance of what it is doing; when it is working in complex, multiple perspectives” (Abbott (1994) cited in Hoult)

Bruner

Vygotsky (Social Development)

Laurillard and Pask (Conversation Theory)

When selecting an educational theory Bruner stresses the importance of understanding “what you want to use the knowledge for.” (Bruner, 2006)

Bruner (1966:135) ‘Learning is an active process during which children construct their knowledge from past and present experiences’

Vygotsky’ Zone of Proximal Development (ZPD) What I can do, What I think I can do, What I can't do

Developing Practices in a commmunity Lave & Wenger

Cole, Engstrom and Wertsch (Activity Theory)

Applying sit learning - Extended projects in which pupils are genuinely building something

Drink water - Trevor Brocklebank at Leeds cited in Lucas, 2001

Comprehension,Commitment, Control - Silcock 2003

Children applying themselves voluntarily to work thereby acknowledge its worth: i.e. they make a value-commitment (see Silcock and Duncan, 2001, for a longer discussion of this).

The second is that they have the intellectual tools needed to manage the job in hand in ways expected of them, and see that they have. A girl faced by a scientific exercise must know both what the exercise asks of her and be confident, in her own mind, she has suitable means for tackling it.

those who truly commit themselves to a project realise its worth for them, as well as knowing they are potentially capable of accomplishing the tasks are involved

Black argues the same (1998), as does Broadfoot (2001):The learning theory espoused is that learners progress via their own commitments, in situations they - in Silcock 2003

Pupils, similarly, easily divorce themselves emotionally from classrooms or subjects where they are unsure what is going on. - Silcock 2003

Not only should teachers always move from known to unknown, they should regularly revisit familiar territory to ensure the webs of knowledge which are called 'cognitive structures' really are interconnecting - Silcock 2003

Adey and Shayer free learners to suggest their own solutions to problems, discuss and explain these to others, debating and arguing about outcomes. But, once they begin to make progress, pupils are led to an understanding of principles behind the scientific work engaged with. Teachers,

Ebbinghaus - Memory Curve

Advanced Organisers - Ausubel

information presented by an instructor that helps the student organize new incoming information.[6] This is achieved by directing attention to what is important in the coming material, highlighting relationships, and providing a reminder about relevant prior knowledge - Woolfolk, A.E., Winne, P.H., Perry, N.E., & Shapka, J. (2010). Educational Psychology (4th ed).

Comparative - Activate existing schemas

Expository - Introduce new knowledge

Transition