Learning By Doing
A summary of my early learning and teaching philosophy: a paraphrase of Madeline Hunter:
Instruction includes selecting a Learning Objective at an appropriate level of difficulty and an Anticipatory Set that motivates instruction by focusing on the learning task or the prior knowledge/experience of the learners. After stating the lesson objective(s) to the students the teacher/facilitator identifies and teaches main concepts and skills, emphasizing clear explanations, frequent use of examples and/or diagramsto invite active student participation. The teacher checks for understanding by observing student reactions and by frequent formative evaluations with immediate feedback. They adjust instruction as needed, reteach if necessary. and provide guided practice following instruction by having students answer questions, discuss with one another, demonstrate skills, or solve problems and give immediate feedback and reteach if necessary. Finally they assign independent practice to solidify skills and knowledge when students have demonstrated understanding.(Excerpted from "Planning for Effective Instruction: Lesson Design" in Enhancing Teaching by Madeline Hunter, 1994, pp. 87-95.)
Instruction includes selecting a Learning Objective at an appropriate level of difficulty and an Anticipatory Set that motivates instruction by focusing on the learning task or the prior knowledge/experience of the learners. After stating the lesson objective(s) to the students the teacher/facilitator identifies and teaches main concepts and skills, emphasizing clear explanations, frequent use of examples and/or diagramsto invite active student participation. The teacher checks for understanding by observing student reactions and by frequent formative evaluations with immediate feedback. They adjust instruction as needed, reteach if necessary. and provide guided practice following instruction by having students answer questions, discuss with one another, demonstrate skills, or solve problems and give immediate feedback and reteach if necessary. Finally they assign independent practice to solidify skills and knowledge when students have demonstrated understanding.(Excerpted from "Planning for Effective Instruction: Lesson Design" in Enhancing Teaching by Madeline Hunter, 1994, pp. 87-95.)
A reflection of my evolved learning philosophy
| philosophy_of_learning_and_teaching.docx |
Evidence of my learning and teaching philosophy
My evidence consists of papers I have written or constributed to, presentations
from IDET classes and research papers.
from IDET classes and research papers.
| situational_learning_reading_paper1.docx |
| bruner_theory_anne_cook.ppt |
| applying_situated_cognition_anne_cook.ppt |
| piagets_theory_anne_cook.ppt |
| vygotsky_in_the_classroom_anne_cook.ppt |
| constructivism_anne_cook.ppt |
| reflection_-__driscoll_ch1.docx |
| learning_theory_comparison.docx |
| a_business_case_for_project-based_learning_-_westminster_college_final.docx |