TLC's Selection of Instructional Topics:
Instructional Models
Classroom Learning Environment
The college classroomcan contain both
Passive
Learning |
Active
Learning |
involving
Didactic
Instruction |
Interactive
Activities |
between
Teacher  Student |
Teacher  Student |
| Student Student |
in which the teacher can
Maximize the presentation of material
(effective lecturing) |
Stimulate student participation
(active learning) |
|
Promote group work
(cooperative learning) |
| Foster higher-order thinking
(critical thinking) |
The choice of appropriate instructional methods must be made in the context of a number of variables, including the nature of the discipline, the course objectives, the characteristics of the students, the physical setting of the room, the materials and services which support the course, and the overriding teaching philosophy and goals of the instructor.
Effective Teaching As An Ongoing Process
Effective teaching ability is not something that one either has or does not have, nor is it a skill which has some end point. It is an ongoing process of reflection, application, assessment, and refinement which involves:
- Developing a clear conception of the instructional goals for a specific course (What should the student attain in terms of knowledge, skills, and values?);
- Finding appropriate strategies to accomplish these goals (What should be the degree of lecturing versus active-learning activities? The balance of course content versus student processing of the material?);
- Creating the best assessment tools to track instructional progress (Which type of exams and assignments will best reflect student learning? What sorts of mid-semester feedback activities will allow the instructor to evaluate classroom climate, student attitudes?);
- Communicating these goals, strategies, and assessments clearly to the students through the syllabus and class discussion;
- Being open to trying innovative teaching methods that are well thought-out and structured, and are relevant to the course goals;
- Being open to altering course activities based on student achievement and feedback; and
- Modifying future philosophy, goals, strategies, and assessments based on prior experience.
(See abstract of New Priorities for the University -- available for perusal down in the Teaching and Learning Center, 7 Gillis Building -- in our newsletter: Teaching at UK, Vol 1, No. 1.)
New Faculty Who Hit the Ground Running
Bob Boice of the State University of New York at Stoneybrook has studied the experiences of new faculty at several campuses and has identified a cohort that he has termed "Quick Starters" (Boice, 1991 -- see also his book The New Faculty Member). These faculty, who constituted less than 10% of all the new faculty he studied, established early success in their teaching and scholarly work. Their success in teaching efforts rested in part on:
- Their attitude toward teaching -- although still prepared and organized with a class agenda of concepts and principles to cover, they focused on being comfortable with and enjoying their teaching versus being overly concerned about producing perfect lectures; in so doing, they allowed for more class participation;
- Their willingness to experiment -- they took leaps of faith and tried new instructional approaches; and
- Their interest in learning more about teaching -- they read, asked questions, interacted with colleagues on teaching issues, and conducted their own classroom research in which they would try new strategies, assess the outcomes, and modify accordingly.
A Learning-Centered Model for Higher Education
It would be incorrect to assume that there is only one instructional model upon which to base one's approach to teaching. In fact, there are many. However, one way to categorize models is to differentiate between those which focus more on instruction and those which focus on the outcomes of instruction, i.e., learning. The two models are not polar opposites, however, for the goal of teaching enhancement is always learning achievement. Teaching without learning is like a book of blank pages.
Barr and Tagg (From Teaching to Learning, 1995) speak of an emerging paradigm shift in American higher education from an instruction to a learning model. While this shift has ramifications on many levels, at its most basic level it affects how instructors conceptualize their mission and role in the classroom. Barr and Tagg sketch an older, teacher-centered paradigm in which the goal is to provide instruction. The instructor is viewed as the dispenser of knowledge to passive students who are treated as empty vessels. Another model, a learner-centered model, seems to be emerging in which the students are active discoverers and constructors of knowledge, in which the instructor's role is to design the most appropriate learning experience. Students work in conjunction with the instructor to produce learning.
Adopting a "learning paradigm" as the framework in which to couch teaching has certain wide-reaching consequences:
- Teaching goals would be decided on the basis of learning outcomes (what the students should attain in terms of knowledge, skills, and values);
- Teaching strategies would be chosen on the basis of creating the best learning environment to accomplish the goals of a particular class;
- Ongoing assessment would be conducted to determine if the goals are being accomplished and the intended learning is occurring; and
- Modifications in teaching strategies and class activities would be made based on these assessments.
See also Robert M. Diamond, Designing and Improving Courses and Curricula in Higher Education -- abstract in TLC newsletter Teaching at UK Vol. 1, No. 2. This book is available for your perusal in Room 7 of the Gillis Building.
Posted July 1, 1997
http://www.uky.edu/UndergraduateStudies/tlc/topic/models.html
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