Synthesis of theoretical foundations in my students learning and how I teach

Learning Activity 4.3Nature of Learning & Teaching Robert Puffett

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How my students learnStrategic learning – ‘deliberate’ surface learning, learning for the test, making informed decisions about when to go deep or when to stay on the surface. Approximately 50 – 70% of my students.

Surface Learning – low level of cognitive engagement, rote learning of content, fit-for-purpose. Approximately 20 – 30% of my students.

Deep learning – higher level of cognitive engagement, make meaning of content, ‘real understanding’. Approximately 10% of my students.

Cue-consciousnessCue-seeking learners – go out of their way to ask the teacher about the exam. Approximately 30% of my students.

Cue-conscious learners – listen and pay attention to the what the teacher says about the exam. Approximately 50% of my students

Cue deaf learners – don’t ask or listen to the teacher, information goes straight over their heads. Approximately 20% of my students.

What my students bring to learningStudent characteristics

From ‘Teaching as a design science: Building Pedagogical Patterns For Learning and Technology’ by Diana Laurillard

Previous knowledge, self-confidence, abilities and motives – English language learning in home country, use and practice of English, issues of emigration

Conceptions of knowledge and learning – Home country education system vs. Australian education system, Eastern thinking / Western thinking, behaviourist / constructivism

Approaches to learning and studying – teacher centred vs. student centred, support mechanisms – family, community & society

Expectations – Societal, Family and personal

Student EngagementSelf-efficacy Teacher to foster a context of independent learning that will develop students self–

efficacy beliefs, provide challenging academic tasks that can be reached with effort by most students, foster belief that ability can be improved,

Motivation Intrinsic – study for its own sake, to gain a deeper understanding, not relevant to my studentsExtrinsic – focus on rewards, vocational or social, that result from academic study i.e. degree, work in a developed nation, prestige, permanent residency

Emotional engagement

Clarity of communication – expectations, outcomes

Modelling – formal academic learningSupport – teaching style, individual, peer to peer, institutional

Engagement and learning

Constructivist view – students construct their own knowledge, and we have to generate the conditions that stimulate and encourageWhat works – team /project work, peer to peer, repeated drafts, appeals to critical thinking, real life contexts, co-curricular activities, high level interactions (email, 1 on 1’s)

Intellectual characteristics

Dualistic position

• Knowledge is right or wrong• It is the responsibility of an authority

Open view

• A multiplicity of positions• All of equal value

Relativistic view

• Knowledge is contextualised• Requires alignment with personal values

This journey from teacher dependency to independency is a reflection of how the students perceives learning, a body of knowledge to be acquired, a struggle that the teacher can minimise. Or knowledge as a means for acting in the world, where the student takes responsibility for their actions and the teacher is more a guide.

The Role of the teaching environment

A student-oriented approach and a focus on student learning (as opposed to a transmission model) leads students to describe themselves as deep approach learners. This is done when the teacher:• Promotes independent learning• Applies knowledge in different contexts• Exposes students to different styles of learning

and teaching• Encourages personal responsibility and reflection

How I teach (A wolf in sheep’s clothing)

Behaviourist

ConstructivistConnectivist