Introduction
An ideal teaching plan is written as a starting point and statement of intent for the project. At times the planned work will change from week to week and within the workshop sessions themselves. Such changes will occur in response to the creative ideas generated by the children and the resolution of unforeseen practical problems. In order that all involved gain from the experience of working on this project the work has to take place in an environment of creative risk taking. The uncertainty that such an environment generates is reduced by the knowledge that for the duration of the project the children, teachers and artists are co-learners.
The teaching plan will work out as it can be carried out by the teacher student interaction should encourage them to:
- To record from first hand observation in the built environment
- To be aware of the starting point for their ideas and to consider the ways
Teaching Rationale
The rationale for the teaching is to basically give the students basic idea of certain communicative skills through speech and to be able to explore certain feelings and themes surrounding classroom events in specific timeframe. The teaching plan is not a perfect educational material, but the plan does provide an example of how to go about structuring students communication skills through effective lesson plans and content is basic and is step by step. Thus, recognizing and application of activity demonstration within students’ mental and physical attributes such as the ability to remember phrases and sentence lines that is required to communicate actors different from themselves
Teaching Objectives
- The students will explain how they use their bodies in the speech class in conveying organized information
- The learners will have to explain when in their daily lives they are using elements of speech for daily interaction
- The students will describe how formal speech class can be utilized in order to express feelings about social happenings
Teaching Strategies and Process
- Begin the class with the students seated at desks. Begin to talk about speech elements, what forms they are familiar with and what sorts of terms are associated in communication speaking
- Ask the students to move the desks back to create working space in the center of the room and later bring them back to circle center
- Then, ask the students to take ample moment to tell the person next to them about their favorite movies or TV shows and then practice coming back together
- Explain what a warm up activity is, and how it helps an actor prepare to move around. Begin the movement activity with students walking around the room silently.
- In pairs, play quick game of mirroring. Students should decide who goes first, and the second person follows the first. After few minutes, switch roles. Finish and circle center, seated
- In the circle, talk about the types of images we might see looking at a typical moment in life. What values can we express with our bodies? What emotions? What attitudes? Working with the team teacher, possibly model some of these. What might an angry person look like? Someone in love?
- Ask the students to find their own space and then to find a partner. In place, all pairs working simultaneously, have the students begin to form two person tableaus. When forming these, students should think about what each scene means to them
- Now ask the students to break out again and work in the same pairs. This time have one student create a tableau of their own. Their partner creates an image to match the first one, building off of it
- Have everyone relax and bring two volunteers into the center. Ask the rest of the class to mold them into a pair of people at the time of the attack. Student images should relate to the pair around them, so they are adding on to the existing scene
- Creating timeline around the central pair, form other images, some before the attacks and some after move all of the images into one composed image, and give students time to see their work
- Come back to Circle Center; finish with having a game of scenario communication
Reflection and Assessment – linking towards teaching model and its organization influence
As the students create images of events the day of the attack, ask them to think of simple repetitious movement they can sustain. Have each group perform these together to create one image. Notice that in such time the students are actually given the chance to work on their own improvisational activities. The speech activity were being effective, giving the students the chance to act, to offer ideas and solutions as well as the chance to watch their classmates. The teaching model are effective tool for providing precise structure pattern of teaching properly as it implies a systematic mode of development in order for the student learners to understand clearly the teaching process being imposed and inculcated by the teacher towards them as the question can be, “Why do some students learn more than other students in classroom and school settings?” and thus, certain reasons can be classified in such categories through the table illustrated below.
Model of the Teaching/Learning Process
Context
All those factors outside of the classroom that might influence teaching and learning
Input
Those qualities or characteristics of teachers and students that they bring with them to the classroom experience
Classroom Processes
Teacher and student behaviors in the classroom as well as some other variables such as classroom climate and teacher/student relationships
Output
Measures of student learning taken apart from the normal instructional process.
Source: A TRANSACTIONAL MODEL OF THE TEACHING/LEARNING PROCESS: Summary as developed by: W. Huitt First Developed: September 1994 Last modified: May 2003
Moreover, the teaching model can be justifiably understood by the below diagram as there is enough visualization of the teaching process that must serve as the main domain of teaching strategy that work best for the students in class.
Source: A TRANSACTIONAL MODEL OF THE TEACHING/LEARNING PROCESS: Summary as developed by: W. Huitt First Developed: September 1994 Last modified: May 2003
As the important category is output because once that has been defined it impacts the importance of variables in certain categories. For example, if the desired outcome measure is score on a standardized test of basic skills, the instructional method most likely to positively impact that measure is direct or explicit instruction (Cited at, Rosenshine, 1995). However, if the desired outcome is creativity and independence, then open education may be a better alternative (Cited at, Giaconia and Hedges, 1982).
Thus, if better relationships among diverse students are the goal, the cooperative learning would appear to be the better instructional method (Cited at, Slavin, 1995). In addition, McIlrath and Huitt (1995) provide a review of previous models of the teaching/learning process and compare it to this proposed model. If prefer another model, it is certainly appropriate to use it during any discussions we have about how knowledge related to educational psychology might be organized. Teacher behavior along with student characteristics influence student behavior, especially those associated with Academic Learning Time. Student classroom behavior then influences teacher classroom behavior in an interactive pattern. Student classroom behavior is the most direct influence on student achievement as measured by instruments influenced by state policies. Student achievement then become student characteristics and is important for success in today’s information age.
Source, adapted from: Huitt, W. (2003). A transactional model of the teaching/learning process. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
Literature Discussion Points
Indeed, Rogoff, Matusov and White (Cited, 1996 p. 985) argue that ‘coherent patterns of instructional practices are based on instructional models, and instructional models are based on theoretical perspectives on learning’. Recent research indicates that teachers usually hold implicit theories about teaching and learning that inform their planning and daily decision making. Teaching and learning can help teachers develop coherent instructional model and then to converse about, and adapt better teaching in ways that hold powerful benefits for teachers and students. Knowledge is not personally constructed nor applied; Vygotsky’s notion of instruction would have teachers doing complex tasks in meaningful contexts with students helping as much as they can. Through repetitions of the task, students take on more and more of the responsibility, with the teacher helping as needed and naming the new strategies employed by the student.
Eventually students do the task on their own. The learning here is directed by a teacher who models appropriate strategies for meeting particular purposes, guides students in their use of the strategies and provides meaningful and relevant context for using the strategies. Support, in the form of explicit teaching, occurs over time until students master the new strategies, and know how and when to use them. There is clearly need for active and sustained support for improving speech through reading through high school years. The learning-centred teaching process does require Explicit Teaching.
Models of teaching and learning
One-Sided Models
Sociocultural Model
Curriculum-centred
Student-Centred
Teaching/learning Centred
Skinner, Pavlov, Thorndike
Piaget, Chomsky, Geselle, Rousseau
Vygotsky, Rogoff, Bruner, Hillocks, Dewey: Child and Curriculum Experience and Education
Behaviourism
Progressivism
Cognitivism
Coconstructivism
Socioculturalism
Transmission of knowledge: Teaching is telling
Acquisition of knowledge
Transformation of participation
Both teacher and student are passive; curriculum determines the sequence of timing of instruction.
Students have biological limits that affect when and how they can learn; teachers must now ‘push’ students beyond the limits. Knowledge is a ‘natural’ product of development.
All knowledge is socially and culturally constructed. What and how the student learns depends on what opportunities the teacher/parent provides. Learning is not ‘natural’ but depends on interactions with more expert others.
‘Empty vessel’
Active constructor
Collaborative participant
Transmit the curriculum
Create the environment in which individual learner can develop in set stages-implies single and natural course
Observe learners closely, as individuals and groups. Scaffold learning within the zone of proximal development, match individual and collective curricula to learners’ needs. Create inquiry environment.
Teacher lectures; students memorise material for tests
Student-selected reading, student-selected projects, discovery learning
Teacher-guided participation in both small-and large-group work; recording and analysing individual student progress; explicit assistance to reach higher levels of competence
The student: He can’t keep up with the curriculum sequence and pace of lessons or meet the demands of prescriptive school program.
The student: He has a ‘developmental delay’, a disability, or is not ‘ready’ for the school’s program. Often, family or social conditions are at fault.
The more capable others: They have not observed the learner closely, problem-solved the learner’s difficulty, matched instruction to the learner, made ‘informed’ decisions, or helped the learner ‘get ready’.
Source, adapted from: Strategic Reading: Guiding Students to Lifelong Literacy by Jeffrey Wilhelm, Tanya Baker, and Julie Dube (2001). Published by Heinemann, division of Reed Elsevier Inc., New Hampshire, USA
Furthermore, George Hillocks maintains that teachers should and can possess specialised knowledge of students, of particular content and tasks and of how to represent and teach this knowledge. Hillocks argues that ‘teaching is a transitive verb’ and that it ‘takes both direct and an indirect object’ (Cited, 1995). In other words, when teaching, a teacher does teach something to somebody. We need to know both our subject and student. Teachers need to know how to teach in general, and in particular situations with the particular skills called for in that situation or with that text. Then, Shulman (Cited, 1987 p. 524) argues that there is knowledge base for teaching and that it includes the following:
- knowledge of students
- knowledge of the subject to be taught
- general knowledge of teaching processes ‘transcending subject matter’
- ‘pedagogical content knowledge’ which includes knowledge of educational contexts and situations and knowledge of educational ends and values
Students develop innovative cognitive abilities when teacher leads them through task-oriented interactions. Depending on various factors, teacher will lend various levels of assistance over various iterations of task completion. The goal is to allow the students to do as much as they can on their own and then to intervene and provide assistance when it is needed so that the task can be successfully completed. Vygotsky stressed out that students need to engage in challenging tasks that they can successfully complete with appropriate help. Happily, Vygotsky points out that teaching in such a way develops the teacher just as attentive parenting matures the parent.
Students have a need to develop and exhibit competence. Teachers must assist them to develop competence as they engage in challenging tasks in which they can be successful
Source, adapted from: Strategic Reading: Guiding Students to Lifelong Literacy by Jeffrey Wilhelm, Tanya Baker, and Julie Dube (2001). Published by Heinemann, division of Reed Elsevier Inc., New Hampshire, USA
Vygotsky wrote, ‘What the child can do in cooperation today he can do alone tomorrow’ (Cited, 1934) and noted that ‘instruction is good only when it proceeds ahead of development. It then awakens and rouses to life those functions which are in a state of maturing, which lie in the zone of proximal development, it is in this way that instruction plays an extremely important role in development’ (Cited, 1956).
Conclusion
Therefore, students learning according to different models would learn in different situations and in different ways. This would affect how they come to understand and participate with different aspects of how information is represented and used. So, every teaching model results in effective student learning within a different kind of process and the effective goal is for students to develop better repertoire of reading strategies that they can independently deploy into diversity of teaching situations within certain variation of communication texts and that, the ultimate purpose is that they use these strategies to participate democratically in their communities and cultures. The teachers then can find that applying Vygotskian learning theory to their teaching is what best helps them to meet specific education goals.
REFERENCE
Works Cited
Giacona, R., & Hedges, L. (1982). Identifying features of effective open education. Review of Educational Research, 52, 579-602.
Hillocks, G. (1995). Teaching Writing as Reflective Practice. New York: Teachers College Press.
Hillocks, G. (1999). Ways of Thinking/Ways of Teaching. New York: Teachers College Press.
Huitt, W. (2003). A transactional model of the teaching/learning process. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
McIlrath, D., & Huitt, W. (1995). The teaching/learning process: A discussion of models. Valdosta, GA: Valdosta State University.
Rogoff. B., Matusov, B., and White, S. (1996). Models of Teaching and Learning: Participation in a Community of Learners. In D. Olson & N. Torrance (eds.), The Handbook of Cognition and Human Development. Oxford, UK: Blackwell, 388-414.
Rosenshine, B. (1995). Advances in research on instruction. The Journal of Educational Research, 88(5), 262-268.
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 15(2), 1-22.
Slavin, R. (1995). Cooperative learning and intergroup relations. In J. Banks (Ed.), Handbook of research on multicultural education. New York: Macmillan.
Wilhelm, J., Baker, T. & Dube, J. (2001). Strategic Reading: Guiding Students to Lifelong Literacy by Published by Heinemann, division of Reed Elsevier Inc., New Hampshire, USA
Vygotsky, L. (1934/1986). Thought and Language, trans. A. Kozulin. Cambridge, MA: Harvard University Press.
Vygotsky, L. (1956). Selected Psychological Investigations. Moscow: Izdstel’sto Pedagogical Academy. Nauk: SSR
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