Developing an Instrument to Measure the Utilization of Principles of Teaching and Learning During Class Sessions (original) (raw)
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Given that over the past twenty years there has been increasing realization of the intimate connection between teaching and learning, it seems almost artificial to separate this chapter from Chapter One' s review of the research on learning. Nevertheless, as Marilla Svinicki did with learning, I will attempt to discuss the research on teaching and to trace some of the important issues and findings of the past two decades. To simplify the task, I will consider six general areas related to higher education teaching:
APPLYING PSYCHOLOGICAL PRINCIPLES OF TEACHING AND LEARNING IN CLASSROOM TEACHING
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The teaching methods practiced in a classroom do not take into account the psychological principles of teaching and learning. Many of the psychological theories can mindfully be applied in the classroom by the teachers of all subjects. The teachers should try to apply the psychological theories in the classroom that depend on the students age, classroom environment and learning outcomes. This paper tries to look at how the psychological principles of teaching and learning can be applied in a classroom.
Journal of education and training studies, 2019
The purpose of this research was to evaluate the teacher training programs in the United States of America in terms of student-centered practices used in class. Learning and teaching processes were evaluated based on classroom observations (the methods, techniques, materials and student-centered practices used in class). Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. In participatory observation approach, the observer makes observations without any external influence. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The observations were made at the 4 th grade level. The study group of the observations was composed of three teachers. The first of the classes in which the observations were made was social studies teaching, while the second was psychological counseling and guidance teaching, and the third was primary school teaching. The researcher kept the duration of the observations long. The reason for this was to try to ensure that teacher candidates and the teacher considered the researcher as if she were a member of the class. This precaution is necessary so as to be able to capture the natural atmosphere of the class and minimize artificial behaviors, which, in turn, positively affects the validity and reliability of the research. According to the findings obtained from the research, it was found that a total of 19 active learning methods, techniques and practices were used in the three classes. In class, question-answer was used most. It was observed that there were 17 different types of active methods, techniques and instructional practices. It was determined that a total of 19 different kinds of active learning materials were used in the three classes. Projector was the material which used the most in class. Based on the findings of the research, it was determined that there were also active learning practices that were not used in class. Depending on the fact that learning by doing is the most permanent traced learning, practices that can make the student active can be included more.
Application of Theories and Philosophy to Teaching Practice
Abstract The foundation of education commenced from the beginning of the world with the story of Adam and Eve interacting with the Tree of Knowledge. It continues in the earliest prehistory times, as adults trained the young in the knowledge and skills deemed necessary in their society. Whether by traditional or conventional method, education is a form of learning to obtain knowledge, skills, beliefs, habits, and values. It is transferred through teaching, training, research or by stories telling. Educators have always been flooded with innovative ideas about learning and teaching. Teachers seek new ways to be effective practitioners and are bombarded with suggestions for reform. Educators are usually required to try new curricula, innovative teaching strategies, and new assessments. Education affects everyone. The process of teaching and learning is personal and lies at the very heart of education. As the process becomes known in greater depth, the better an individual will be able to influence his/her growth and direction. The attempt to better understand the teaching and learning process has traditionally been dominated by behaviorist and positivist research paradigms. It is possible to increase advances previously made by examining how those who are principally and directly involved in the process of teaching and learning (teachers and students) utilize their consciousness in grasping information and contents and also the way by which they behave. Teachers have a teaching role. A teaching role is a set of behavioral patterns that emerge in response to the learning environment. This includes students and the learning task demands. Each teaching role engages students to learn in a unique manner, using one mode of grasping experience and one mode of transforming experience. The educator must closely monitor the quality of student performance toward the standards they set, and provide consistent feedback. These are the standard setting and evaluation role to help student apply knowledge toward performance goals. Hunt (1987) suggested that a learning spiral is shared between individuals through interaction. To one another, people relate. They relate in a pattern of alternating reading and flexing the true representation of the learning process. A skilled educator through specific strategy can activate learning modes in students based on their pattern of learning style. This learning style is usually developed from the educators personal and professional experiences. In a sense, it commences with understanding both the classroom and non-classroom settings with the composition such as, age, gender and learning styles, previous exposure to course content and previous work experience. It is believed that learning in adulthood is distinguished from learning in childhood. This belief is generated by the way some aspects of the learning process and the way the context intermingle in adulthood. With adults, the education they seek is transformative as they are seeking to extend, refine, and rejuvenate beliefs and knowledge they already possess. Some adults need repeated practice of a concept or skill. So with questions and answers, experimenting and researching, finding and solving, their consciousness open with a mature thought process that allow the mind to be retentive. Education is an ongoing process. One never stops learning. Every day is a new day with a new agenda. Therefore mankind should always seek to reform knowledge and gain more useful and relevant agenda.
THE TEACHING PHILOSOPHY OF A TEACHER AND ITS IMPACT ON THE TEACHING LEARNING PROCESS: AN OVERVIEW
THE TEACHING PHILOSOPHY OF A TEACHER AND ITS IMPACT ON THE TEACHING LEARNING PROCESS: AN OVERVIEW, 2023
This study explores the relationship between a teacher's teaching philosophy and its impact on the teaching-learning process. The literature review emphasizes the definition of teaching philosophy, its components, and the importance of its development and implementation for both teachers and students. The review also leads to a more effective and enjoyable teaching-learning experience.