Teaching today is No Longer Just Standing in Front of a Class and Lecturing
Modern technology has completely changed all this.....and there are more changes coming
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Working in a school can be challenging and rewarding! Develop skills to work in a support capacity in education - especially schools based education.
This course is designed to provide skills that are valuable for people who work in support of teaching staff at a school or college, whether in an office or as a teachers aid.
Everyone learns differently.
- Some children learn fast, and others slow. Some learn better as adults than children.
- Some learn better from interacting with other people; some having "relevant" experiences; and yet others may learn better when interacting with a computer.
- Modern teaching is creating an ever increasing diversity in the ways we teach; and many of today's teaching tools may require technological or other forms of support, more than requiring a "trained" teacher who can give a lecture.
Note that each module in the Advanced Certificate in Education Support is a short course in its own right, and may be studied separately.
WHAT DOES A LEARNER NEED?
Human behaviour is motivated according to needs. Levels of "student" needs may be based upon Abraham Maslow's (1954) theory, as follows:
Physiological/Security - the need for food, shelter, etc, to feel safe and secure
Social - the need to be accepted by others and to have friends
Achievement and Esteem - the need to accomplish and have others recognise the efforts
Autonomy - the need to do one's own work and work independently
Self-Actualisation - the need to develop to the highest level of personal development.
Within this hierarchical system, it can be seen the need for food and security comes before that need for social acceptance.
The role of the teacher is to identify the need levels of individuals and aim their teaching to encourage them to reach a higher desired level of need.
What is Learning?
Learning is a process of gaining knowledge of (something) or to acquire skill in (some art or practice). It is based on memorising something, gaining experience with something or to become informed.
Factors that effect learning include:
each student is an individual with unique needs and experiences
active participation of each student improves learning
readiness to learn and perform tasks should be encouraged and all
students should be of an equal knowledge to allow them to perform set tasks.
credibility, trust and confidence be the students in the teacher
creation of learning atmosphere is up to teacher
motivation should be encouraged and cultivated by the teacher
positive attitudes should be reinforced
content must be appropriate and meaningful
repetition and practice will consolidate information
distribution of work, study and practice
presentation mode may influence the learning process.
The learning processes of adults and children are dramatically different. Children rely on the pedagogical theory (empty jug theory - just pour information into the children), whereas adults rely on the andragogical theory (are ready to learn only what they need to learn). Adults also have the advantage of experience. Effective adult learning systems are the result of programmed experiences (such as driver's licence) plus the addition of unprogrammed experiences (eg. emotions).
Adult characteristics will therefore affect learning.
have a good deal of relevant experience
have set habits and strong tastes
can make decisions and solve problems
may fear falling behind
have pride in themselves
respond to reinforcement
have ideas to contribute
wish to apply their newly learnt skills/knowledge immediately.
Teachers to adults should therefore :
direct learning to make it immediately relevant
include adults experiences and backgrounds in lesson planning
use experiences to enhance self-esteem
encourage adults to reflect on their activities
clarify goals at regular intervals
inform adults of the rationale behind the teaching/learning methods
acknowledge needs of each adult
incorporate group and individual work.
Adults basically tend to study if they wish to learn more. They have the need to learn more. Most adults who do further education tend to pay for the course themselves and are willing to learn as they wish to direct their future. This is a major difference when compared to children.
When teaching adults there tends to be a decrease in the traditional methods of teaching (of telling and instructing), and an increasing emphasis on experimental techniques which tap the experience of the learners and involve them in analysing their experience.
Children are reliant upon other to teach them whatever is required to be learnt. At this stage though they do not appreciate this knowledge as they see no need for it at their present stage of development eg. studying accounting has no present importance for a 14 year old. They do expect it to be of use sometime in their future.
Children accept information at face value. Content may be accepted, or not, depending upon whether teacher encourages or deters the student in learning.
Children have little or no experience to use as a resource when learning or to share with other students. They are therefor regarded as clean slates.
They tend to be concerned with absorbing information rather than questioning it.
As a child, their primary concern at school is to learn.
THIS COURSE IS A PROCESS- LEARN TO BE AN OUTSTANDING EDUCATOR!
Learning to make education work is more than just gathering factual information: it also requires an ability to choose the right information to apply to the situation at hand; as well as an ability to understand and apply that information appropriately.
A book, article or web site can give you information; but having a good library doesn't make you a good educator.
You need to move through a process of learning about education, and be guided by competent experts in order to properly learn something: and that is what this course can do for you.
What Should You Study?
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