ADE605 Theory & Approaches in Art Education: Definitions of concepts: pedagogy, andragogy, teaching, & learning styles Syamsul

Nor Azlan Mohamad

Definitions of Pedagogy
v Pedagogue = a teacher, educator, a strict one v Old French; Latin: paedaggus, slave who supervised children and took them to and from school, from Greek paidaggos : paido-, boy; + aggos, leader or guide. v Pedagogy is the art and science of helping children learn v Androgogy = the art and science of helping adults learn
pedagogy

vThe art or science of teaching vThe study of methods and application of educational theory to create learning contexts and environments vPedagogical issues are related to teaching and learning

pedagogy

v5 core principles: a. Commitment to students and

b. c. d. e. learning Teachers know their subjects Teachers know how to teach those subjects Teachers are responsible to managing and monitoring student learning Teachers think systematicaly about their practices and learn from experiences
pedagogy

vQuality pedagogy: a. Democratic classroom

b. Assurance of quality learning opportunities c. Utilization of strong model of information processing d. Assurance of content standards being met e. Students at the centre of their own learning

pedagogy

Pedagogy the art and science of helping children learn.

VS
Andragogy the art and science of helping adults learn
Pedagogy-andragogy

Concept of Learner
Pedagogy Dependent. Teacher expected to determine what is learned, when, and if it has been Andragogy Moves from dependency to increasing selfdirectedness. Teachers encourage and nurture movement

Pedagogy-andragogy

Learners Experience
Pedagogy Of little value, learners will gain the most from teachers lecture, text related mediums. (Deductive) Andragogy People attach more meaning to learning gained from experience. Labs problem solving, discussions. (Inductive)

Pedagogy-andragogy

Readiness to Learn
Pedagogy With pressure, people are ready to learn what society says they ought to, step-by-step style Andragogy Experience a need to learn. Educator provides tools, should be organizrd around life-application.

Pedagogy-andragogy

Orientation to Learning
Pedagogy Process for acquiring subject matter, content to be used later. Basic subjects. Andragogy Need to be able to apply whatever knowledge and skill they gain soon. Performancecentered

Pedagogy-andragogy

DIMENSIONS OF MATURITY
1)Dependence 2) Passivity 3) Subjectivity 4) Ignorance 5) Small Abilities 6) Few Responsibilities 7) Narrow Interests 8) Selfishness
c c c c c c

Autonomy Activity Objectivity Enlightenment Large Abilities Many Responsibilities Broad Interest Altruism
Pedagogy-andragogy

c c

DIMENSIONS OF MATURITY
9) Self-rejection 10) Amorphous Self-identity 11) Focus on Particulars 12) Superficial Concerns 13) Imitation 14) Need for Certainty
c c

Self- acceptance Integrated selfidentity Focus on Principles Deep Concerns Originality Tolerance of ambiguity

c c

Definitions of teaching
vCreation of environment for the best learning to take place vHelping students acquire information, ideas, skills, values, ways of thinking, and means of expressing themselves (Joyce & Weil, 1996). vLong-term outcome: students increased capabilities to learn more easily and effectively in the future vThus, a major role in teaching is to create powerful learners
teaching

vTeaching is a combination of both artistry and science (Henderson, 2001). -- teaching as in art, we call this ability creativity vHelping students acquire information, ideas, skills, values, ways of thinking, and means of expressing themselves (Joyce & Weil, 1996). vLong-term outcome: students increased capabilities to learn more easily and effectively in the future vThus, a major role in teaching is to create powerful learners
teaching

Definitions of learning
vProcess of progressive change (Fincher, C. & : { ignorance knowledge { inability competence { indifference understanding v Learning is a social process: occurs through interpersonal interaction within a cooperative context (David, Johnson, Johnson, R., & Smith, 1992). v relatively permanent change in behavioural potentiality and as a result of reinforced practice
teaching

Woolfolk (2004): vLearning occurs when experience causes relatively permanent change in an individuals knowledge or behaviour. Fontana (1995) vLearning is a relevantly persistent change in an individuals potential behaviour due to experiece

teaching

vQuotations on teaching, learning, education

The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people.
K. Patricia Cross

teaching

Teaching is the highest form of understandign

Aristotle

Good teaching is one-fourth preparation and three-fourths theatre.

Gail Godwin

The educator must above all understand how to wait; to reckon all effects in the light of the future, not of the present.
Ellen Key, 1911

teaching

No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value.
Bertrand Russell

Teaching = helping someone else learn

L. Dee Fink

teaching

On learning: Memorization is what we resort to when what we are learning makes no sense.
Anonymous

It is what we think we know already that often prevents us from learning.

Claude Bernard

teaching

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On education:
The main hope of a nation lies in the proper education of its youth. Erasmus All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its education system will betray its youth.
Alvin Toffler

Education's purpose is to replace an empty mind with an open one.

Malcom S. Forbes

teaching

Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance learn so easily; and why older persons, especially if vain or important, cannot learn at all.
Thomas Szasz, 1973
teaching

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Learning Styles
vLearning styles are important because they are the educational-relevant expressions of the uniqueness of the individual (Joyce & Weil, 1996) vLearning styles, also called cognitive styles are students preferred ways of learning or processing information (Messick, 1994; Sternbert & Crignorenko, 1997)

Learning styles

Four popular learning styles

a. Dunn & Dunn b. Kolbs theory c. McCarthys 4MAT analysis d. Howard Gardners Multiple intelligences
Learning styles

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Learning by Dunn & Dunn (1987)

v Students differed in terms of their response to three key dimensions of learning: a. b. c. Environment (e.g. Sound, light, temperature) Physical stimuli (oral versus written) Structure and support (working alone or in groups)

Learning styles: Dunn & Dunn

Learning Style Dimensions Dimension Environment Sound Light Temperature Seating Physical Stimuli Duration Modality Activity Is a quiet or nosy environment best for learning? Do students prefer bright or subdued light? Is a warm or cool room preferred? Are individual desks or clusters of desks best for learning? Learning Style Differences

How does attention span influence the optimal length of activity? Does the student prefer to read or hear new information? Do students learn best when actively involved, or do they prefer more passive roles?

Structure / Support Motivation Monitoring Individual / Group

Do students need external rewards, or are they internally motivated? Do students need constant support and monitoring, or are they independent learners? Do students prefer to work alone or in a group?

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Implications for teaching :

vTeachers should treat each student as an inividual human being and not just another face in a class of 30. vHelp our students understand themselves as learners. v Self-awareness can be developed through self-instruction training.

Learning styles: Dunn & Dunn

Kolbs theory : classification of learners a. Activitists b. Reflectors c. Theorists d. Pragmatists

Learning styles: Kolb

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v Activisists Like practical work such as labs, field work, observation exercises and using visual source material for information, etc. v Reflectors Like to learn by watcing others, by taking time to consider observations of their own experiences, etc v Theorists Like lectures, reading papers on topics, considering analogies, etc. v Pragmatists Like simulations, case studies, homework, etc.
Learning styles: Kolb

Implications :
vActivists might just start using it and feel their way into it vReflectors might have a go at using it and then take time to think about what they have just done vTheorists might begin by reading the manual vPragmatists might start using the programme, but make frequent references to the Help files
Learning styles: Kolb

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The four types of learning can be seen as cyclical stages through which a learner can progress (Watch >>> Think >>> Feel >>> Do), as well as categorizing specific kinds of learning experience

Learning styles: Kolb

The learning cycle is as follows:

Concrete experience >>> reflective observation >>> abstract conceptualization >>> active experimentation

" Teachers can build activities to

provide pupils with a sequence of activities which allows for this sort of progress

Learning styles: 4MAT

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McCarthys 4MAT analysis

v This learning style developed the notion of cycle through which leearners progress in a classroom topic or block of work. It made use of the left / right brain science. v Learners are classified as: a. b. c. d. Innovative Analytical Common sense Dynamic

Learning styles: 4MAT

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The most important message teachers should take from Gardners work is that students are complex, multifaceted individual who need to be treated with sensistivity, and taught through a variety of teaching methods.

Learning styles: MI

G a r d n e rs T h e o ry o f M u ltip le In te llig e n c e s
D im e n s io n L in g u is tic / v e rb a l in te llig e n c e : S e n s itivity to th e m e a n in g a n d o rd e r o f w o rd s a n d th e va rie d u s e s o f la n g u a g e L o g ic a l-m a th e m a tic a l in te llig e n c e : T h e a b ility to h a n d le lo n g c h a in s o f re a s o n in g a n d to R e c o g n ize p a tte rn s a n d o rd e r in th e w o rld M u s ic a l in te llig e n c e : S e n s itivity to p itc h , m e lo d y, a n d to n e S p a tia l in te llig e n c e : T h e a b ility to p e rc e iv e th e v is u a l w o rld a c c u ra te ly, a n d T o re -c re a te , tra n s fo rm , o r m o d ify a s p e c ts o f th e w o rld B a s e d o n o n e s p e rc e p tio n s B o d ily -k in e s th e tic in te llig e n c e : A fin e -tu n e d a b ility to u s e th e b o d y a n d to h a n d le o b je c ts In te rp e rs o n a l in te llig e n c e : T h e a b ility to n o tic e a n d m a k e d is tin c tio n s a m o n g o th e rs In tra p e rs o n a l in te llig e n c e : A c c e s s to o n e s o w n fe e lin g life N a tu ra lis tic in te llig e n c e : M a k e d is tin c tio n s a n d re c o g n ize p a tte rn s in th e n a tu ra l W orld : a re c u rio u s a b o u t p la n ts a n d a n im a ls ; a re c o n c e rn e d th e e c o lo g y / e n v iro n m e n t T h e ra p is t, s a le s p e rs o n E x a m p le

P o e t, jo u rn a lis t

S c ie n tis t, m a th e m a tic ia n

C o m p o s e r, vio lin is t

S c u lp to r, n a v ig a to r

D a n c e r, a th le te

s e lf-a w a re in d ivid u a l

B io lo g is t, b o ta n is t

S o u rc e : A d a p te d fro m G a rdn e r, 1 9 9 9 ; G a rd n e r & H a tc h , 1 9 8 9 a n d w w w . h ig h la n d s c h o o lvirtu a lib .o rg .u k

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