MODULE 3 - PREASSIGNMENT - PLANNING AND IMPLEMENTING TEACHING AND GUIDANCE & COUNSELLING

Everyone reads all articles and reports mentioned below, and makes personal notes (aim to find out what is relevant to your teaching, what ideas you can use in your work)

Organise a study circle meeting with your team and discuss your findings; make a summarizing memo as a team and post it on Moodle

Articles for the study circle (On Moodle)

Hyppönen & Linden 2009. Handbook for teachers - course structures, teaching methods and assessment, pages 1-55. 

Karjalainen et al. 2006. Give me time to think.

Kennedy et al. Writing and using learning outcomes: a practical guide

Oblinger 2006. Leading the Transition from Classrooms to Learning Spaces

After reading all documents, each of us made their views on reading, with these, we perform the following essay.

READING REPORT – THE BEANERS

“Teaching in a teaching act is an interactive and goal-oriented action that aims to influence the learning and personal development of students (Kansanen 2004, 58; Uljens 1997, 35–36).The common goal for both parties of the teaching act is to evoke high-quality and deep approach to learning (Nevgi & Lindblom-Ylänne 2004, 236). The task of the teacher is to enable learning by supporting the prerequisites of studying (Uljens 1997, 35–36).”

This part of the book reflects what is teaching itself, in the SENA we have to think that students are a real part of the teaching act and the teaching-learning process will be meaningful.

When planning a course, a good starting point is the definition of the learning outcomes set for the students. These goals help to direct the direction and depth of learning and form the basis of assessment. As you set the learning outcomes, you should take into consideration the existing knowledge of the students and the relations of the course with other courses to promote cumulative and comprehensive learning.

Here also we can see how important is to learn from student needs to make them part of the planning process that way they feel that they learn what they really need.

Teaching comprises the used teaching methods and the teaching style. Teaching methods refer to the techniques used by the teacher. Different teachers may use the same teaching methods to teach the same subject matters, but they may still teach very differently. Therefore, different teachers support various types of studying and guide their students to different learning processes. In this case we as a teachers are free to use different styles and methods the idea is keep students interest.

In the chart we can see the differences between learning-based and content-based which lead us to focus our teaching in a student centered learning to involve them in the process, learning based is the new approach for planning teaching and learning.

The quality of a course here refers to the quality factors conveyed through teaching, exercises teaching material, assessment and methods that have an effect on the studying and learning of students. If we use students centered approach we must use everything we can to get the students outcomes. And also we have to recognize the different learning styles of students and which are academic or non-academic.

There is also the workload, from the teacher’s point of view, workload is affected by the extent of the course and the used teaching and assessing methods as well as teaching experience, experiences in teaching situations and familiarity with the used methods. Also students have their own point of view of the workload and basically has to do with the time spent in planning or studying. But the workload depends on the planning. In this part it´s also mentioned how independent study can get outcomes in some cases lead to learn more than in a contact class.

Working methods are the actions made to organise teaching in order to achieve a higher quality of learning. There we have some different methods according to the teaching situation. It is important to use different methods and to have in mind how students learn and according to that use the method.

Now we can use as many methods as we want in the document we can find 41 different methods some are difficult but most of them can be performed for the students easily.

In the article “Writing and Using Learning Outcomes: a Practical Guide” presents the progress and methodology required to write modules, taking into account the learning outcomes and the following questions: "what did you do to obtain your degree?", "what can you do now that you 'Have obtained your degree?".

Currently there has been a change in teaching, leaving aside the teacher as the center of the process and going for a protagonism to what students should know and do when the course ends. “This alternative model focuses on what the students are expected to be able to do at the end of the module or programme.”

A learning outcome should focus on what the student is required to show when you finish learning activity and not on what the teacher thinks he should learn.

A good starting point for writing learning outcomes is to use the work of Benjamin Bloom, in which he develops three domains of learning:

●   Cognitive domain: “is concerned with what the students can do at the end of the learning activity.”

●  Affective domain: “is concerned with issues relating to the emotional component of learning and ranges from basic willingness to receive information to the integration of beliefs, ideas and attitudes (“attitudes”, “feelings”, “values”).”

●   Psychomotor domain: “emphasises physical skills involving co-ordination of the brain and muscular activity.”

Bloom also considers that the student goes from simple to complex. He organized thinking processes in a hierarchy.

For this, He developed a classification of thinking behaviours, which has served many teachers to create teaching materials and evaluation. They use the taxomony because it provides a ready-made structure and list of verbs.

This taxonomy for the cognitive domain is composed of six levels: knowledge, comprehension, application, analysis, synthesis and evaluation.

For the affective domain is composed of five levels: receiving, responding, valuing, organisation, characterisation

For the psychomotor domain is composed of five levels: imitation, manipulation, precision, articulation, naturalisation

To link learning outcomes with teaching and evaluation is necessary to consider to be written in such a way showing consistency between the results, the techniques of teaching and assessment, and evaluation criteria.

The article “Leading the Transition from Classrooms to Learning Spaces”, presentado por Diana Oblinger, shows the importance of understanding that the concept of space, time, have changed with the use of internet, the notion of a classroom has evolved, learning spaces and can encourage or hinder learning styles.

That is why learning spaces is analyzed. the implementation of these new spaces requires a higher investment capital, but considering that these spaces have a duration of about 50-100 years compared with the technology and team, so the importance of learning about design spaces (places designed for regular meetings of teachers and students face to face).

Before designing a learning space, we recommend various analyzes and gathering information as disciplinary requirements (laboratories, study spaces, project rooms). Then the spaces must be associated to the project's needs is required. In the case of SENA, different laboratories are required in different fields, in order to obtain a good learning environment. At the same time, the design must take into account the size, duration of classes, the kind of space, interaction; and to achieve this it is necessary to involve professionals outside the institution.

Likewise, interactive fields based on learning theory, research, current understanding, research and the new generation of students (all used the Web), create their own knowledge under a principle of active learning: Working together to approach real problems, interact with people outside the classroom, discuss in role-playing simulations and analyze field trips.

When the gaps between existing pedagogy and the emerging pedagogy are analyzed, it can be noted that the first may be related to the exploration and collaboration experience, and the second with connections inside and outside the classroom and wireless access. Spaces are provided to enhance learning spaces designed for comfort, safety and functionality, accessibility for disabled students both onsite and virtual.

With ideas and previous data we conclude that learning spaces should be built to improve learning considering man and society, the philosophy of the institution and its formation rate, the curriculum, technological changes. This shows the need to improve the designs and develop specific actions to achieve quality education.