Pratt’s Developmental Teaching Perspective

+

Wlodkowski’s Strategies

= Discovery of New Ideas

(Good pix galleries, n.d.)

Principle 1 Prior knowledge is key to understanding (Pratt, 2005, p. 112)

Strategy 8 Assess learners’ current expectations, needs, goals and previous experience as

it relates to your course or training (Wlodkowski, 2008, p. 161)

(Gallery Hip, n.d.) (Book Boon, n.d.) (Virtuous Teachings, n.d.)

+ +

=(Business 2 Community, n.d.)

Introduction

Listen

Starting Point

PriorKnowledge

Principle 2 Prior knowledge must be activated (Pratt, 2005, p. 112)

Strategy 28 + 40 Provide frequent response opportunities to all learners on an equitable basis

(Wlodkowski, 2008, p. 235)

Use critical questions to stimulate engaging and challenging reflection and discussion (Wlodkowski, 2008, p. 269)

(Faculty Focus, n.d.) (Imgbuddy, n.d.)

Activate prior knowledge through personal responses

Enhance meaning by piquing individual interests

Critically oriented questions foster growth in capacity for understanding

Principle 3 Learners must be actively involved in constructing personal meaning-the links

are more important than the elements (Pratt, 2005, p. 112)

Strategy 14Use differentiated instruction to enhance successful learning of new content

(Wlodkowski, 2008, p. 180)

Flexibility in instruction accommodates student differences

Feedback on effort focuses students on the learning process

Offering a variety of teaching approaches and feedback focusing on personal effort keeps students actively involved in learning

(Tutorvista, n.d.) (Gallery Hip, n.d.)

Flexibility Effort

Principle 4 Making more and stronger links requires time (Pratt, 2005, p. 112)

Strategy 32Selectively use breaks, settling time, and physical exercise (Wlodkowski, 2008, p. 248)

(Imgbuddy, n.d.) (Nih Record, n.d.)

(Free Images, n.d.)

(Healthy Food, n.d.)

Time Activity Savor

Stronger Links

Allow time for students to absorb content

Get oxygen flowing in the body

Avoid overload of too much content

Develop stronger links

Principle 5Context provides important cues for storing and retrieving information (Pratt, 2005,

p. 112)

Strategy 46Use visits, internships, and service learning to raise awareness, provide

practice and embody the learning concepts and skills in authentic settings (Wlodkowski, 2008, p. 302)

(Museum Access Consortium [MAC], n.d.) (PR Web, n.d.) (Knutsford Times, n.d.)

Art Gardening Nursing

Real-life experiences provide prompts for retention and recollection of new material

Principle 6 A. Intrinsic motivation is associated with deep approaches to learning

B. Extrinsic motivation and anxiety are associated with surface approaches to learning (Pratt, 2005, p. 112)

Strategies 35 + 36 + 37While instructing use humor liberally and frequently (Wlodkowski, 2008, p.255)

Selectively induce parapathic emotions (Wlodkowski, 2008, p.257) Selectively use examples, analogies, metaphors, and stories (Wlodkowski, 2008, p.257)

(Lose the Pointer, n.d.)

(About Education, n.d.)

(Bamboo Creative Inc., n.d.)

Express emotions through applicable anecdotes

Encourage empathetic reactions from students

Understanding is strengthened by intrinsic motivation

Anecdotes Emotional Responses

Principle 7Teaching should be geared toward making the teacher increasingly

unnecessary: that means the development of learner autonomy as well as the intellect (Pratt, 2005, p. 112

Strategy 15 and 54Use assisted learning to scaffold complex learning (Wlodkowski, 2008, p. 183)

Use self-assessment methods to improve learning and provide learners with the opportunity to construct relevant insights and connections (Wlodkowski, 2008, p. 344)

(Touro College, n.d.) (Recruiter, n.d.)

Scaffolding can cultivate positive attitudes

Fading teacher involvement inspires learner autonomy

Self-assessments bridge the gap between learners’ beliefs and new material

(Rabstol, n.d.)

Conclusion

Understanding(Where the Classroom Ends, n.d.)

References

About Education. (n.d.). Icebreaker [Photograph]. Retrieved from adulted.about.com

Bamboo Creative Inc. (n.d.). Colour Psychology [Photograph]. Retrieved from

bamboocreativeinc.com

Book Boon. (n.d.). Listening [Photograph]. Retrieved from bookboon.com

Business 2 Community. (n.d.). Starting Line [Photograph]. Retrieved from business2community.com

Faculty Focus. (n.d.). Teacher asking question [photograph]. Retrieved from facultyfocus.com

Free Images. (n.d.). Chain Links [Photography]. Retrieved from freeimages.com

Gallery Hip. (n.d.). Business handshakes [Photograph]. Retrieved from galleryhip.com

Gallery Hip. (n.d.). Person Sweating [Photograph]. Retrieved from galleryhip.com

Good pix galleries. (n.d.). Opening present [Photograph]. Retrieved from pixgood.com

Healthy Food. (n.d.). Savor [Photography]. Retrieved from healthyfood.co.nz

Imgbuddy. (n.d.). Clock [Photography]. Retrieved from imgbuddy.com

Imgbuddy. (n.d.). Group conversation [Photograph]. Retrieved from imgbuddy.com

Knutsford Times. (n.d.). Gardening [Photograph]. Retrieved from knutsfordtimes.com

Lose the Pointer. (n.d.). Storytelling [Photograph]. Retrieved from losethepointer.com

Museum Access Consortium . (n.d.). Museum Visit [Photograph]. Retrieved from cityaccessny.org

Nih Record. (n.d.). Class Stretching [Photograph]. Retrieved from nihrecord.nih.gov

PR Web. (n.d.). Nursing [Photograph]. Retrieved from prweb.com

Pratt, D. D. (2005). Five perspectives on teaching in adult and higher education (5th ed.). Malabar,

FL: Krieger Publishing Company, Inc.

Rabstol. (n.d.). Rainbow Bridge [Photograph]. Retrieved from rabstol.net

Recruiter. (n.d.). Thinking [Photograph]. Retrieved from recruiter.com

Touro College. (n.d.). Instructional Scaffolding [Photograph]. Retrieved from

blogs.onlineeducation.touro.edu

Tutorvista. (n.d.). Fingers Stretching Rubber Bands [Photograph]. Retrieved from tutorvista.com

Virtuous Teachings. (n.d.). Baggage [Photograph]. Retrieved from

virtuousteachings.wordpress.com

Where the Classroom Ends. (n.d.). Lightbulb [Photograph]. Retrieved from

wheretheclassroomends.com Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A

comprehensive guide for teaching adults (3rd ed.). San Francisco, CA: Jossey-Bass.

References (continued)