Mth3004 Lecture 3

  • Personalised learning, repetition/routine (esp. SEND), learning theories (not styles!), drawing on personal experience/stories when teaching, physical involvement.
  • Zone of proximal development (ZPD) - “too hard” or “too easy”.
  • Self-motivation: Bandura “inner drive to action”
    • Mastery experiences,
    • Vicarious experiences,
    • Social persuasion,
    • Emotional/physiological states.
    • HOWEVER, criticised by more social experiences - individualistic versus collectivist society.
      • Preference versus motivation?
  • Online/virtual practical work reduces barrier to entry for experience; reduces risk to students whilst maintaining experience vicariously.
  • What is a teacher and what makes them stand out?
    • Patient/understanding - following along learning without giving up
      • Empathetic - can’t fill knowledge gaps without knowing the knowledge gaps <- important! Can’t frame answers without knowing what knowledge you can frame them with.
    • scaffolding theory
    • feedback
    • educate students
    • safeguarding
    • Engaging - link to situational interest etc.
    • resilience
    • understanding
    • Creativity - new pedagogical techniques:
      • Constructivism
      • Inquiry-based learning
      • Peer teaching
      • Direct instruction
      • Discussion-based learning
      • Hand-on learning
      • Expeditionary learning,
      • Active learning
    • Adaptability versus differentiation - not having different materials for different groups, but improvising on the go
    • Motivating - creating inner drive by inciting passion/goals, situational/personal interest building, financial incentive, social consequence; maybe not developing an actual inner drive, but maintaining the interest during lesson (etc.)
    • National curriculum 1988 - pre and after? Regulations on what to teach?
    • Active listening - patience to answer all questions, even if seemingly not useful
    • accountable
    • administrative
  • What is pedagogy?
    • “the science behind the teaching” / “the theory and practice of teaching” / “the methods of teaching and learning” - teaching another versus teaching yourself? (research and draw onto personal experience!)
    • Approaches:
      • Whole-class teaching
      • Group work
      • Guided learning
      • Practical work
      • Questioning <- this one :)
        • Develop higher order thinking and metacognition - good use of dialogue and questioning in order to do so.
        • Counter-argument - pressure to constantly stay active rather than building up with scaffolding. Don’t want to detract learning with your own pace; adding in your own breaks (Martin on chair!).
        • Breaks to ask/develop questions and process information?
      • Demonstrations
      • Modelling