HI13-326 Subtle But Important Pedagogical Practices Yielding Authentic Learning Experience
Download as PPT, PDF1 like160 views
The document discusses pedagogical practices that can provide authentic learning experiences. It begins by defining authentic education as considering learners' psychological characteristics and learning preferences. It then describes several of the author's practices, including question-based lecture delivery, focusing curricula on key concepts, allocating sufficient time for assessments, and emphasizing generalized learning. The goal is to engage diverse learners through inclusive, experiential practices that promote deep understanding over superficial knowledge.
HI13-326 Subtle But Important Pedagogical Practices Yielding Authentic Learning Experience
- 1. Subtle But Important Pedagogical Practices Yielding Authentic Learning Experience Presented By Chandana Watagodakumbura, PhD Lecturer School of Electrical and Computer Engineering RMIT University Melbourne Australia 1
- 2. Introduction • Within the broad definition of authentic education, individual educational practitioners can develop and use certain methodologies to provide learners with an authentic learning experience. • In this paper, the author first briefs on the essence of authentic education and then put forth some methodologies he has used in the past, reflectively, promoting this conceptualised view. • We also highlight in the paper how these practices help getting the focus of visual spatial, or gifted, learners, who are more vulnerable in traditional environments, to the teaching- learning context. 2
- 3. Conceptualising Authentic Education • Within an authentic education framework, as the author conceptualises, • Learners’ individual psychological and neurological characteristics are given consideration and accepted as they are, promoting inclusive practices. • For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not considered as constraints, rather they enrich a neurodiverse society to operate in a more balanced manner. 3
- 4. Conceptualising Authentic Education(Contd.) • Learning preferences of auditory sequential learners as well as visual spatial learners are given consideration equally and unbiasedly • These preferences are mapped into to related career paths so that individuals of both categories enjoy their work more naturally, or intrinsically. • Learners with high developmental potential, meaning the inclination towards developing in to a highly empathetic, satisfied and productive human being, get conducive environments to reach higher levels of development, similar to a self-actualised state. 4
- 5. Conceptualising Authentic Education(Contd.) • An authentic education system sends learners through a lasting deep learning and critical thinking experience, for which human brains are capable of under conducive teaching-learning environments • Human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems unlike machines, or computers that are good at executing routine steps in reaching specific answers at very high speeds 5
- 6. Conceptualising Authentic Education(Contd.) • Following the fundamentals of neuroscience, many physical parts of the brains are incorporated into learning with methodologies similar to Kolb’s experiential learning cycle and constructivist theory of learning. • Learning has physical meaning in which neurons in the brain grow to develop dense communication network indicating deep learning, as opposed to surface, or superficial learning, has taken place. • In an authentic educational practice, learner evaluation is done using generic learning attributes that are associated with learners’ intrinsic characteristics, instead of an indication of how well a learner has prepared in a specific area of study prior to an assessment. 6
- 7. Question Based Lecture Delivery • The author has extensively used a methodology he refers to as question based lecture delivery. • In that, a usual lecture is presented to the learners as a series of questions posed at them. • These questions are usually open ended, and can be answered within a few minutes. • The same material that we would deliver in a typical lecture is now presented as the answers to these set of questions presented. • • The idea here is to deviate from the traditional didactic approach to teaching and engage learners in a discussion, or follow a dialectic approach. • By asking questions, the author attempts to get the learners’ attention to the discussion, or get them more actively involved in the learning process. 7
- 8. Question Based Lecture Delivery (Contd.) – Generally, if we are asked a question, we tend to get excited and pay more attention to it than we merely hear it, especially in a monotonic tone. – Further the time gaps between asking and answering the question, help the learners to reflect on and construct the answer. – Considering the fact that the human brain is a parallel processor that operates relatively slowly than a typical machine, or sequential operator, this approach allows more time for learners to engage in learning more deeply, or relate the information to what one already knows – Even though the learners are introduced, most probably, with some new learning material, the open ended questions posed at them encourage them to think open-mindedly, 8
- 9. Question Based Lecture Delivery (Contd.) – The question based lecture delivery method has the positive by-product of making it easy to align assessment to learning. • If the facilitator wishes so, the assessment questions can also be constructed similar to the questions used during lecture delivery. • If assessment is aligned to learning this way, the learners will get to know the nature of the assessments throughout the teaching-learning period, making them better prepared for the assessment. • The assessment questions, though based on the type of questions discussed during the lectures, can be restructured in such a way that they test the generalised knowledge or concepts that learners are likely to retain longer, following the study period. 9
- 10. Question Based Lecture Delivery (Contd.) • The questions discussed in the lecture are usually made available, or posted to the students well in advance. • The author encourages the learners to go through the questions before coming to the lecture so that they are more prepared to engage in the discussion. • The more the number of times you go through any learning material, the better the understanding, or digestion, of it. • During the lecture discussion, then they can validate their answers, or judgements, with the ones presented by the facilitator • Such a situation will provide a very good feedback loop for learners. • When learners practice answering these question on their own, prior to the lecture, it reduces the learners’ reliance on the facilitator. • The learners will be directed to a path of self-guidance, leading to life-long learning 10
- 11. Setting Curricular with the Most Important Material and Concepts in the Study Area • When conducting courses, we all have to manage our time effectively; especially when a curriculum is set, we may not be able include every single important concept due to the time constraints. • What we should do, in these situations is to include only the most important concepts, or material, that we can effectively and comfortably cover during the allocated time period. • Any important generic knowledge or concepts can be given more prominence than to any specific knowledge in the area. 11
- 12. Setting Curricular with the Most Important Material and Concepts in the Study Area(Contd.) • We may be introducing the learners to a new area of study, but we should not be guided by the notion that we have to highlight every single point in the class for the learners to get to know it. – In this modern era, information gets to one’s table quickly and economically. – What we should be doing is to motivate the learners to inquire more and find out, possibly with the help of some references and pointers given. – We may raise the curiosity of the learners to engage in exploring and finding out through intrinsic motivation. 12
- 13. Allocating Adequate Time for Undertaking Assessments • Similar to the way we pay attention to decide the coverage of our curricular within a limited time study period, we need to pay attention to the amount of content we include in our assessment, especially the timed ones. • The learners need to read and understand the questions, formulate answers, before writing them down. • All these tasks require appropriate times allocated. • Given that the assessments are not focused on mere recalling and application of facts, the learners have to provide non robotic, well-constructed answers 13
- 14. Allocating Adequate Time for Undertaking Assessments(Contd.) • By allocating adequate time for completing assessment, we are inherently addressing the needs of diverse learner cohorts, a main focus of authentic learning environments. – Some learners would need more time to formulate their answers depending on their intrinsic personal characteristics. • For example, as research findings indicate visual spatial learners usually do comparatively badly on timed tests and multiple choice, objective type, tests and would benefit if time allocations and selection of question types are done with much care. 14
- 15. Constructing Assessment Focusing Generalised, or Higher Order, Learning • We can align assessment for evaluating higher order learning. • Going by the Bloom’s taxonomy, we would test learners’ ability to evaluate and synthesise rather than the ability of mere recall or application. • Ability to synthesise indicates the ability to generalise • that is from a set of more specific details, learners will be able to identify commonalities, resulting generalisation. • When a learner is able to generalise, he or she can use that generic information or knowledge beyond the area of study in which it was introduced; • learners will be able to apply this generalised knowledge to other areas of study, other disciplines or more general situations they face in the day to day life 15
- 16. Practical Work to Support Learning Abstract Theory, not Distinct from Each Other • In a course curricular, we should include practical work or laboratory experiments to support learners to understand abstract theories or concepts. – They should not be standalone components used purely to improve learner skills. – If our intension is to improve learner skill of using some tools or doing experiments, we would not be able fulfil our requirements due to the limited time frame we have. • Usually, if we want to master a skill of using a tool or apparatus, we need to spend a reasonably large amount of time practicing it; 16
- 17. Taking Appropriate Measures to Improve Learner Motivation • There could be a number of reasons why learners get motivated or not. – These reasons could be personal, organisational or social. • However, as practitioners in pedagogy, we may be able to contribute positively in motivating our learners. – The author identifies that if we highlight the general usefulness of the content we cover or concepts we highlight in the teaching-learning sessions, it will make learners more motivated. • This is in contrast to highlighting a more specific contents or concepts that would only be useful in some restricted situations or applications. • Generally, the learners will be more motivated to learn something that will be useful to them in future someway 17
- 18. Taking Appropriate Measures to Improve Learner Motivation(Contd.) • As pedagogical practitioners, what we could do is to conduct our courses in such a way that contents or concepts from a specific area are more generalised and presented to the learners in a manner that they are useful for more generic applications, or day to day life situations. – We have to be broad in the selection and presentation of our content or concepts, rather than being narrow. – Highlighting and passing generalised knowledge essentially put us on a path to higher order learning. 18
- 19. Conclusion • In this paper, we highlighted some of the very important but subtle methodologies we can use as practitioners of pedagogy to provide an authentic educational experience to our learners. • Although these methodologies do not seem oblivious to us superficially, more reflective observations convince us that we can improve immensely in our practices so that no student groups are disadvantaged. 19
- 20. Conclusion (Contd.) • We, as educators, need to understand the subtlety of the methodologies so that they can be used more effectively in yielding individualised learning experiences to the diverse learner cohorts, as highlighted in concepts of authentic education. • Further, these methodologies have the promise of sending the learners through a deeper learning experience with more lasting outcomes. 20
- 21. References 1. Armstrong, T. (2011). The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Boston, USA: Da Capo Lifelong Books. 2. Beale, R. and Jackson, T. (1990). Neural Computing – An Introduction. New York, USA: Taylor & Francis Group 3. Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Berkshire, UK: Society for Research into Higher Education and Open University Press. 4. Dabrowski, K. (with Kawczak A. and Piechowski M. M.). (1970). Mental Growth through Positive Disintegration. London, UK: Gryf Publications 5. Dabrowski, K. (1972). Psychoneuroses Is Not An Illness. London, UK: Gryf Publications 6. Dabrowski, K. (1977). Theory of Levels of Emotional Development (vol 1) – Multilevelness and Positive Disintegration. New York, USA: Dabor Science Publications. 7. Entwistle, N. J. (1998). Approaches to Learning and Forms of Understanding. In B. Dart and G. Boulton-Lewis (Eds.), Teaching and Learning in Higher Education (pp. 72–101) Melbourne, Australia: Australian Council for Educational Research 8. Kolb, D. (1983). Experiential Learning: Experience as the Source of Learning and Development, USA:Prentice Hall. 9. Maslow, A. (1968). Toward a Psychology of Being. New York, USA: Van Nostrand Reinhold. 10. Maslow, A. (1987). Motivation and Personality. Hong Kong: Longman Asia Ltd. 11. Maslow, A. (1993). Farther Reaches of Human Nature. New York, U.S.A.: Arkana. 12. Paul, R. and Elder, L. (2011). Critical Thinking - Tools for Taking Charge of Your Learning and Your Life (3rd ed). USA: Pearson Education. 13. Ramsden, P. (2003). Learning to Teach in Higher Education(2nd ed.). London, UK: RoutledgeFalmer. 14. Silverman, L. K. (1998). Personality and Learning Styles of Gifted Children. In Van Tassel – Baska (Eds.), Excellence In Educating Gifted & Talented Learners (3rd ed), Denver, Colorado, USA: Love Publishing Company. 15. Silverman, L. K. (2002). Upside-Down Brilliance: The Visual-Spatial Learner, Denver, USA: DeLeon Publishing. 16. Watagodakumbura, C. (2012). Conceptualising Authentic Education. Paper to appear in Proceedings of International Journal of Arts and Science Conference, Dec. 2-7, Gottenheim, Germany 17. Zull, J. E. (2002). The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning. Sterling, USA:Stylus Publishing. 21
- 22. Thank You! 22