CHARACTERISTICS OF
EFFECTIVE TEACHING
AND LEARNING
Planning for effective teaching and learning requires attention
to several key issues. In the material that follows these are
summarised for you.
They suggest that it is inefficient and ineffective to use
traditional lecturing styles or whole class teaching for most of
the time, and that cooperative and collaborative learning,
often arranged in groups, are a more effective way of
promoting learning in the classroom.
This is reinforced by studies of how the brain actually learns
most efficiently and effectively.
CONSTRUCTIVISM
Children construct their own knowledge of the world
rather than it being transmitted from an external
source (e.g. the teacher).
Learning is self-directed and active.
Learning derives from experience.
Learners continually reorganise and restructure their
knowledge – adaptation, assimilation and
accommodation.
What someone knows is not passively received but
actively assembled by the learner.
Learning comes through exploration and
experimentation.
Knowledge is creative.
Copyright Keith Morrison, 2004
IMPLICATIONS OF CONSTRUCTIVISM
FOR TEACHING AND LEARNING (1)
Teachers as facilitators, supports, guides and
models of learning.
Learning to adjust mental models to
accommodate new experiences.
Learning concerns making connections between
information.
Instruction to be built around complex problems
rather than problems with clear, correct answers.
Students should help to establish the criteria on
which their work is assessed.
Student interest and effort are more important
than textbook content.
Copyright Keith Morrison, 2004
IMPLICATIONS OF CONSTRUCTIVISM
FOR TEACHING AND LEARNING (2)
It is sometimes better for the students, rather
than the teachers, to decide what to do.
Sense-making and thinking are more
important than knowing content.
Experimentation and investigation replace
rote learning.
Teaching uses skill-based and open-ended
approaches.
Motivation is intrinsic (personal) rather than
extrinsic (for marks).
Copyright Keith Morrison, 2004
IMPLICATIONS OF CONSTRUCTIVISM
FOR TEACHING AND LEARNING (3)
Learners often produce unique and personal
knowledge.
Naïve beliefs are useful starting points rather
than being wrong.
Active, discovery and guided discovery, and
experiential learning are important.
Applying not just repeating knowledge.
Learning if collaborative and cooperative.
Higher order thinking is significant.
Copyright Keith Morrison, 2004
FUNCTION INSTRUCTION CONSTRUCTION
Classroom Teacher-controlled Learner-centred
activity Didactic Interactive
Teacher’s role Fact teller; expert Collaborator; learner
Student role Listener; always the Collaborator; sometimes
learner expert
Concept of Accumulation of facts Transformation of facts
knowledge
Demonstration Quantity Quality
of success
Assessment Norm-referenced Criterion-referenced
Pedagogy Drill and practice Communication;
collaboration; expression;
inquiry;
investigation
Copyright Keith Morrison, 2004
CONVENTIONAL RESTRUCTURED
SETTINGS SETTINGS
Student role Learn facts and skills Create personal
by absorbing content knowledge through
from teacher/book understanding and
application
Social Teacher-controlled; Teacher as facilitator;
characteristics students working collaborative work;
independently; students take decisions
competitive
Assessment Measurement of facts Assessment of knowledge
and discrete skills application;
Traditional tests authentic assessment
Teacher role Present information; Guide student inquiry and
manage classroom active learning
Copyright Keith Morrison, 2004
Do
Apply Review
Learn
Copyright Keith Morrison, 2004
LEARNING IS . . .
An active process of relating new meaning to
existing meaning, involving the assimilation
and accommodation of ideas, skills, thoughts
etc.
Making connections between past, present and
future which do not always follow a linear
fashion; knowledge is constantly modified.
A process influenced by the use to which the
learning is to be put, and whether the learning
may be effectively retrieved in future situations.
Copyright Keith Morrison, 2004
EFFECTIVE LEARNING IS . . .
Related to context
Related to goals
Copyright Keith Morrison, 2004
OUTCOMES OF EFFECTIVE
LEARNING
Deepened knowledge.
Higher order skills, strategies, approaches.
Action towards greater complexity and more learning.
Positive emotions, excitement, enthusiasm.
Enhanced sense of self.
More sense of connection with others.
Further learning strategies.
Greater affiliation to learning.
Personal significance through a changed meaning of
experience.
Copyright Keith Morrison, 2004
PROCESSES OF EFFECTIVE
LEARNING
Making connections about what has been learned
in different contexts.
Reflecting about one’s own learning and learning
strategies.
Exploring how the learning contexts have placed a
part in making the learning effective.
Setting further learning goals.
Engaged with others in learning.
Copyright Keith Morrison, 2004
KEY PROCESSES
Active learning
Collaborative learning
Learner responsibility
Learning about learning
Application of learning
Copyright Keith Morrison, 2004
FUNDAMENTALS OF
EFFECTIVE LEARNING (1)
Learning is a social as well as an individual
activity.
Higher order cognition is socially learned.
Feelings, motivation, interest, engagement,
enjoyment and effective learning are closely
linked.
Learning begins ‘where the learner is’.
Activity, investigation, inquiry, exploration,
experience and application are essential.
Learning is problem-solving.
Copyright Keith Morrison, 2004
FUNDAMENTALS OF
EFFECTIVE LEARNING (2)
Knowledge is integrated in the learner.
Trial and error are significant aspects of
learning.
Social and emotional factors are essential
features.
Learning must be meaningful.
Competitive activity inhibits long-term
learning; learning must be unhurried.
Copyright Keith Morrison, 2004
FUNDAMENTALS OF
EFFECTIVE LEARNING (3)
Pressuring students is frequently counter-
productive.
Punitive environments restrict learning.
Enjoyment promotes learning.
Students must be rewarded for taking risks.
Positive and rich feedback are essential.
The experience of success is essential.
Monitoring, assessment and diagnostic
teaching are essential.
High student self-esteem is essential.
Copyright Keith Morrison, 2004
CONCEPTIONS OF CONCEPTIONS OF
LEARNING TEACHING
1. Quantitative Transmission of knowledge
Concerned with how much; Communicate the external
essential skills/facts knowledge fluently
2. Qualitative Facilitation of learning
Active constructions of Get students engaged in
meaning and interpretation appropriate learning
activities
(what the student does
mostly determines learning)
Copyright Keith Morrison, 2004
AN EFFECTIVE TEACHER . . .
Plans
effectively
Has secure Assesses Uses effective
knowledge thoroughly strategies
Manages Manages the Has high
discipline lesson flow expectations
Manages Sets useful
Manages time
resources homework
Copyright Keith Morrison, 2004
CHARACTERISTICS OF
EFFECTIVE TEACHERS
Professional values and practice
Knowledge and understanding
Teaching:
– Planning, expectations and targets
– Monitoring and assessment
– Teaching and class management
Copyright Keith Morrison, 2004
questioning listening explaining demonstrating
challenging instructing managing
praising assessing
Learning Additional
objectives adults
Differentiated
Assessments
input
Copyright Keith Morrison, 2004
JUDGING EFFECTIVE TEACHING
Teaching
styles
Learning
outcomes
Students’
responses
Levels of
attainment
AN EFFECTIVE LESSON PLAN
Has clear learning objectives.
Activities are timed.
Activities relate to the learning objectives.
Uses subject-specific language.
Matches provision to students’ needs.
Says how resources will be used.
Uses prior evaluations to inform planning.
Sets high expectations of effort,
attainment/achievement, progress and behaviour.
Uses homework to extend and apply learning.
Copyright Keith Morrison, 2004
THE OUTCOME OF EFFECTIVE
TEACHING IS EFFECTIVE
LEARNING
Students’ response to challenge.
Gains in knowledge and understanding.
Students’ adaptability to new situations.
Working with a sense of purpose, enjoyment and
commitment.
Motivation to succeed.
Asking questions, and persevering.
Looking for alternatives and applying new ideas.
Self-aware of own progress against known targets and
teacher’s expectations.
Learning from own (corrected) mistakes.
Copyright Keith Morrison, 2004
EFFECTIVE TEACHING AND POSITIVE
ATTITUDES/BEHAVIOUR
Work safely, carefully and considerately.
Involvement, application and enjoyment.
Have pride in their achievements.
Respect the views of others.
Work independently.
Can solve problems.
Take responsibility for their own learning.
Sustain concentration on task.
Copyright Keith Morrison, 2004
SUCCESSFUL TEACHING
IMPROVES STUDENTS’ LEVELS
OF ATTAINMENT
Assess what students know, understand and can
do.
Make age-related judgments.
Make ability-related judgments.
Make like-with-like comparisons.
Highlight strengths and weaknesses.
Look for patterns (ability, gender, ethnicity).
Monitor individual student’s progress over time.
Copyright Keith Morrison, 2004
SOME ASSESSMENT-RELATED
QUESTIONS A GOOD TEACHER ASKS
Are the students’ learning what I’m teaching them?
Are they performing as I expected?
Are they making satisfactory progress?
What aspects of my lesson are effective, and
why?
Where does my teaching need to improve?
Which aspects of the curriculum do they/ don’t
they understand, and why?
Copyright Keith Morrison, 2004
PLANNING FOR EFFECTIVE LEARNING
Learning
potential
Learning
skills
Models of
learning
Schemes
of work
School
standards
Curriculum
materials
Copyright Keith Morrison, 2004
OUTCOMES OF LEARNING
Compare with
previous attainment
Compare with
similar age
Compare with
similar ability
Look for clear evidence
of improvement
PROVIDE OPPORTUNITIES
Memorise information
Attain and test concepts
Build and test hypotheses
Extract information
Analyse own values and beliefs
Train themselves in a skill
Problem solve
Be creative
Take initiatives
Cooperate with others.
Copyright Keith Morrison, 2004