Re: Fw: Re: The Teaching Gap(ing hole)

[James Armstrong <ja7@I-C.NET>]

Mary,

You write, "but the 'design' of a lesson, from my understanding,
can be anything - standing up in front of the class droning on and on, or
giving a mini-lesson and then guiding self-directed learners.  i also wish i
>had a deeper knowledge of my subject, and of the kids, or more
specifically, how they learn.  and why they sometimes don't.  how to put all
of these various 'knowledges' together in a meaningful way to maximize
learning is what instructional design IMPLIES to me, though technically
speaking, i don't know if that's what it is."

The design of a lesson is dependent upon several factors.  For one thing, it
depends upon what model or theory of instructional design you want to subscribe
to.  There are behavioral approaches, constructivist approaches, blends of the
two, etc.  Second, your design depends upon who your learners are and their
needs.  Third, whether you stand up in front of the classroom or give a
mini-lesson depends upon what the goal or objective of the lesson is, the
learning styles of your learners, the subject matter, etc., etc.  In other
words, there are a number of factors to consider when designing good lessons.
But I also think that lessons don't exist in a vacuum.  They are part of a
larger curriculum.  And that needs to be designed.

You are right that instructional design does imply all that you say above, and
there are graduate programs in instructional design at many universities.  It is
a complex discipline, especially now with all of the new technology to use in
the classroom as tools for learning.  While I think that the best teachers
probably have an intuitive sense about good teaching strategies, most teachers
could truly benefit from exposure to some of the models, theories, and
strategies that are taught in instructional design programs.  I know it has
helped me.--Jim

Jukka R?s?nen wrote:

> I've been following this discussion with interest, and find, intutively,
> that i agree with both sides.  i am a first year teacher who graduated from
> college in 1973.  my education program was filled with far out and far
> reaching concepts and little methodology, and besides that was lifetimes
> ago.  as i plan for and attempt to 'teach' my classes, i long for a little
> more knowledge of instructional design.  i think that would help me focus
> and prepare better.  but the 'design' of a lesson, from my understanding,
> can be anything - standing up in front of the class droning on and on, or
> giving a mini-lesson and then guiding self-directed learners.  i also wish i
> >had a deeper knowledge of my subject, and of the kids, or more
> specifically, how they learn.  and why they sometimes don't.  how to put all
> of these various 'knowledges' together in a meaningful way to maximize
> learning is what instructional design IMPLIES to me, though technically
> speaking, i don't know if that's what it is.
>
> mary
> rasanen@worldnet.att.net
> >
> >>
> >>I suggest we consider a Vygotskian perspective on pedagogy, in which
> >>teachers understand child development (in other words, know your
> >>children) as well as the subject matters.  In this perspective, the
> >>teacher mediates the physical and social environment in order to
> >>create multiple learning opportunities throughout the day.  Unlike in
> >>"pure" constructivism, the teacher does lots of direct instruction,
> >>but this instruction is more in the manner of "adult-child" or
> >>expert-novice conversations, usually interjected into on-going
> >>activities, such as projects or extended literature studies, or
> >>hands-on science experiments.  And most of these conversations, or
> >>model demonstrations, or stimulating dialogues, are delivered in
> >>small groups or one-to-one, rarely to a whole class of 32 kids all at
> >>once.
> >>
> >>To do this kind of teaching, teachers need:
> >>
> >>1) a good knowledge of child development,  and
> >>
> >>2) good subject matter knowledge
> >>
> >>This is a naturalistic way of teaching, based on the way the human
> >>mind develops.  Scripted lesson plans don't fit very well.  Better
> >>the teacher really understands the complexities of fractions, so as
> >>to be ready to adapt to the variety of idiosyncracies one will face
> >>throughout a career with real kids.
> >>
> >>Maybe I'm wrong, but I get a strong sense from those who are enamored
> >>of this "perfect lesson" goal that they view the ideal classroom as
> >>one in which 30 kids are patiently sitting in rows waiting to absorb
> >>the teacher's wisdom, be it via chalkboard or overhead.  Ain't the
> >>way it works in my world!
> >>
> >>Pete Farruggio
> >>
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