Teaching – Learning Model:
Teachers need to understand the elements of communication in order to successfully communicate with diverse learners. Not only do teachers need a strong relational component to communication, they need to have a strong content knowledge of communication. Content knowledge would include mastery of all types of communication that are used to further a positive teacher-learning environment. Below is my diagram for an effective teaching learning system.
With this diagram it becomes easier to identify the aspects of communication that have a relational aspect. The pathways between the teacher and student are most effective when a relationship has been established. Teachers need to be able to tap into the relational aspect of communication, because the most effective level of communication is from a positive student-teacher relationship. Communication can occur in more than just the two pathways between the teacher and the student. Homework completion, and evaluation / grading are two examples of non-verbal communication. Non-verbal communication is also prevalent within the classroom. Teachers need to know how to use the full extent of verbal and non-verbal communication, in order to achieve the most effective level of immediacy.
The relationship between learning and listening becomes clear when we examine the teaching-Learning model. Learning is the ultimate goal of a teacher, but there are many types of learners, and pathways for learning. If we look at the diagram we can see that students have access to learning from two main sources, their teacher, and resources such as textbooks and the Internet. If we take away the listening aspect of the Teaching-Learning system we can see that students still have access to material in the form of self study, and practice through homework. This means that some students are still capable of learning even without listening to the teacher. Instructors need to be aware of such students and provide them with study materials to interest them during the class period. Listening, however is not just for the students, teachers too must learn to listen in the classroom. Teachers who pay close attention to their students get a deeper level of feedback, listening is a key part of this essential feedback.
Lesson Model:
A lesson must function within the relationship between the student, teacher, and subject matter in order to foster a strong Teaching-Learning environment. Lessons are formulated in three phases, pre-interactive, interactive, and post-interactive. The pre-interactive stage includes planning and preparation. The interactive phase is when the teacher comes into direct contact with the students. This stage includes daily lectures, discussions, and group work, but also includes office hours. Post-interactive is the phase for feedback and reflecting. Within the frame work of the Teaching-Learning model the 3 phases would look like this:
It is especially important to examine the lesson stages as relational in order to formulate and execute relevant lessons. A strong relationship must be built between the teacher and student in order to properly complete phase one. Instructors need to know what type of lesson there students will respond positively too. Furthermore, teachers need a strong relationship with their subject material (resources). Teachers who love their material are more effective, their love is infectious. If a teacher is passionate about math, English, or science it is much easier to instill within their students a passion for those subjects.
The second phase of the lesson is perhaps the easiest to see as a relationship between the teacher and student. Classroom control, immediacy, and classroom climate, all rely on a strong teacher student relationship. They are also the backbone for constructive classrooms. It is much easier to inspire students with a high level of immediacy. Classroom climate can be the difference between constructive student participation, and crippling destructive student participation.
In the final stage of the lesson the student's relationship with the material should be throughly evaluated. This evaluation and feedback should be incorporated into the planning stage of the next lesson. It is imperative that instructors do not fall behind in the cycle of lesson planning. When the third phase is put off, it inhibits the full completion of phase one for the next lesson. Without proper evaluation, planning can not be completed.
Completed lessons can take thee main forms: lecture, discussion, and small groups. Each type of lesson has different strengths and weaknesses. It is important to vary lessons, in order to reach diverse learners and promote interest in the classroom. Teachers who rely too heavily on one type of the lesson can become stagnant, and boring. Just as teachers who rely too heavily on one aspect of the lesson become ineffective. The most popular lesson type is the lecture.
Lectures are the most popular because they are the simplistic, easy, and powerful. Teachers often choose lectures when they have a vast amount of content to cover in a limited amount of time. Lectures provide teachers with the ability to reach the majority of students, and maintain classroom control. Frequent use of the board, models, and power point can increase the effectiveness of lectures. However this still only reaches two of the three main types of learners: visual and auditory learners. Kinesthetic learners can become hopelessly lost when face with lectures.
Discussions are powerful tools for classroom participation. Teachers can use discussions when exploring a subject deeper, and to instill individual interest in a topic. Discussions, however have a tendency to derail. Teachers must carefully direct and foster positive constructive discussion. Auditory learners are naturally attracted to discussions because they can easily follow and participate in the direction of the discussion. Kinesthetic jump at the chance to participate in discussions. But visual learners often find themselves lost in a world of debate, without simple visual models of the flow of the discussion. Visual learners struggle to keep up as they must visualize the concepts presented.
Small Groups foster the best combination for all the learners, but lack the direction of the teacher. Small groups are intimate enough to answer and solve the individual questions or needs each learning type my have. Teachers with a naturally high level of presence will find small groups especially beneficial. Teachers with strong presence can direct multiple autonomous groups with ease, promoting learning, and controlling the general flow of discussion.
Immediacy Model:
Immediacy is defined as the perceived “distance” between the instructor and student. Immediacy is in a way unique because it is based on perception, this makes it a very delicate and important part of positive communication and effective teacher-learning situations. Smiling, eye contact, body language, and presence all shape the level of non-verbal immediacy. Verbal immediacy uses verbal cues to limit the distance between students and teachers. Teachers can employ methods such as calling the students by name, encouraging discussion and using humor to increase verbal immediacy. Removing physical barriers between the instructor and student can lead to a closer relationship and positively affect the learning environment. Teachers must also be careful to not focus on notes or the board, the relationships that need to be built in the classroom are with students, not with the board.
As the perceived level of a teacher's emotional investment in their students, a high level of immediacy will enact a positive response in students, and build powerful relationships. These relationships are build on mutual trust and respect and are invaluable to learning. Though immediacy is based on perception teachers are ultimately responsible for the level of communication achieved in their own classroom. Immediacy as it effects classroom climate is shown in this simple model:
Instructors have the power to use positive or negative language to steer the learning environment from defensive to supportive. Supportive climates encourage open, honest interaction, while defensive climates bread competitive and destructive conflict. Though there are many dimensions of behavior that create either a supportive or defensive climate in the classroom, immediacy remains the most important tool a teacher has to shape the climate within the classroom.
Clear descriptions, spontaneity, empathy, equality and provisional statements can all be used to build a positive supportive dialogue. Defensive classrooms are the product of mismanaged communication on the part of the teacher. Classrooms that harbor defensive atmospheres are a result of to much judgment in the form of harsh evaluation, control, neutrality, superiority, and absolute certainty. When the teachers aren't open to alternate view points their students return in kind, and shut down the teaching-learning process very quickly.
The lesson that I think I learned the most from was able-ism. Michele did an excellent job using the board, guiding classroom participation, and clearly describing the concept of able-ism. I am looking forward to the second lesson she has planned. I think one of the most powerful tools Michele was able to use was instilling interest. I am now interested and looking forward to learning more about able-ism. She also did a good job in anchoring the concept of able-ism with real life situations. This made the lecture relevant and much more interesting. If I am not interested in a topic, or cannot relate it to my life I honestly refuse to learn it. There are a lot of students like myself who ask over and over, “why do I have to learn this?” As a teacher you should do your best to interest that student with the subject matter.
During my observations, I have watched a teacher transfer her interest and passion for a subject to her students. Michele did a good job of this. I also saw her use overheads in order to include visual learners in the learning process. Michele did this with her simple model of the umbrella and rain. I am a visual learner and need to see a picture to recall concepts. I think the greatest skill of the teacher that I am observing is: classroom management. Michele managed the classroom skillfully with the use of participation.
I think the most important thing that I have learned this semester is the importance of conceptual communication knowledge. While working on the models for this paper I was able to see the complex combination of communication pathways. When I find myself ineffective in the classroom I can return to these models to see which pathway is hindering my effectiveness. It is important to understand the reasoning behind teaching pedagogy. It is becoming clear that most of the differences in pedagogy revolve around different perspectives on communication. Understand the basic models of communication prepares me better for formulating my own effective pedagogy.
Link to Models in PDF format:
Teaching - Learning Model
Lesson Model
Immediacy Model
Educational Website Development
Over the years I have developed and maintained several educational websites. I converted the physics labs from books to an online wiki. This has saved thousands of dollars every year in printing costs. Students are also able to access interactive wikis online for free. The wikis have integrated videos and scripts to help make the laboratory experience more intuitive and educational. Wikis also provide a "one on one" tutor to help students as they complete labs.
The other website which I co-authored is the Andrews University physics website. This is a site which provides faculty and majors up to date information and resources. I worked with Chris Greenley in the design, implementation, and coding of the website. Both of these websites are geared to provide students with easy access to more and clearer information than was previously available.
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Youtube
For the past few years the physics department at Andrews as been recording and producing videos to provide individual instruction for their required labs. I have helped in the production and hosting of the videos. My you tube channel loopcoop has over 28,000 views and hundreds of subscribers. I have provided about 30 unique videos exploring different concepts in physics. Each video averages a little under 1,000 views and always garner positive feedback. I have sent further information and study sources to viewers on several occasions.
This is just an example of the way we can use technology to educate. My videos have touched people who I will never meet. Also it provides valuable one on one instructions for my lab students. This media also caters to entertainment, some of the videos are just fun!: