THE CONCEPT OF
TEACHING AND LEARNING  

 TRADITIONAL DEFINITION

 

Teaching is traditionally seen as activity of imparting knowledge, skills, attitude and value from one person (who is more knowledgeable and skilled-the teacher) to another person (who is less knowledgeable and skilled-the learner).

 

 ssumAptions underlying the traditional definition

 

u Teachers have all the knowledge

u Students are passive and therefore do not actively participate in the lesson.

u Teachers know all what the students want to learn.

u Knowledge can be gained by passive transfer.

u All students learn in the same way.

All students have the same need

 

 What characteristics would you expect from students emerging from the traditional definition in terms of

 

u Ability to solve problems?

u 

u Confidence in their ability to understand?

 

 Does the traditional definition support learners to become critical thinkers to solve problem ?

Is the traditional definition appropriate for students to survive in the 21st century society?

Is the traditional definition appropriate in the 21st century classroom?

 

 Then what is teaching?

 Farrant (1980) observes that teaching and learning are like opposite sides of the same coin. Hence in order to say one has taught, must result in learning.

  

Then what is learning?

 A PROCESS AND PRODUCT VIEW OF LEARNING

 

Learning episode really comprises  of four critical elements:

u External processes

u External products

u Internal processes

Internal products

 External Learning Processes

 

The external leaning processes of learning refer to our experiences with the world. In other words, the external learning processes means, how we interact with objects (such as computer, video, OHP), people, events and ideas from the environments. These interactions provide the “input” for the construction

process.

 Internal Learning Process

 

u The internal learning processes refers to our mental actions that are hidden from direct observation when we interact with the environment(external learning processes).

u

u This means that whether our interactions with the environment (the external process) produce learning ultimately depends on how we will perceive, interpret and think about them.

 Internal Learning Product

 

The internal learning processes transform our experiences into forms of knowledge that we represent mentally. These learning products are factual information, intellectual skills, motor skills and attitudes that we store in the long term memory.

 

 External Learning Product

 

The internal learning products refer to the outward manifestation of learning(internal learning products). For example, after interactions with the teacher and you demonstrate what is you have learnt.

 Is teaching a Science or an Art?

 

 TEACHING AS AN ART

 Some scholars think that teaching is an art because some people teach naturally and effectively as if they have been trained to teach. For example, in Ghana some pupil-teachers in the primary schools, junior secondary and senior secondary schools have been known to effective in teaching. 

 

TEACHING AS AN ART

 

Teaching is often described as an art because it is often believed that:

u good teaching is the result of the function of the imagination of the teacher and must be learnt through practice and not through formal study.

even though teaching involves knowledge of certain laws or principles, these principles most of the time do fit all situations. To be an effective teacher one has to be initiative, creative and experienced

 TEACHING AS A SCIENCE

 

 

Some people argue that teaching is a science because teaching:

u has a body of systematized knowledge of the nature of   

      instruction.

u involves planned activities called methodologies.

uInvolves knowledge in human development, human

    learning or educational psychology.

 TEACHING AS A SCIENCE 

 

uThis body of knowledge is based on known laws and facts, which were derived from scientific investigation, and in certain cases built into models and theories hence teaching is scientific.

u

uIn making a good test, a teacher has to know, understand and apply issues such as validity, reliability or objectivity which are technical words with factual meanings. 

 

 PEDAGOGY AND ANDRAGOGY

 

Scholars believe that to a very large extent differences exist between children and adults and therefore there should be difference between the science of teaching them. For example, they vary in terms of :

uThe experience they bring to the classroom.

uLevel of motivation.

The degree of influence on what they are educated for, and how they are educated

 

 PEDAGOGY AND ANDRAGOGY

 

Pedagogy is the science of teaching children              (including adolescent).

Andragogy is the science of teaching adults

 

 Qualities of a Good Teacher

 

The qualities of a good teacher can be grouped under:

u Personal

u Academic

  Professional

 Personal Qualities

 

u Patience

u Fair and firm

u Humility

u Sense of humour

u Integrity

u Initiative

u Kindness

u Empathy

u Creativity

 Academic Qualities

 

u Mastery of the subject to be taught.

u Continue to learn

u Must have adequate theoretical knowledge about learning.

u Must have adequate theoretical knowledge assessment.

  Must be enthusiastic about the subject

 Professional Qualities

 

u Ability to ask different types of questions.

u Ability to relate learning to the students’ experiences.

u Ability to define objectives of particular lesson.

u Ability to diagnose student needs and learning difficulties.

  Ability to motivate students

 Professional Qualities

 

u Ability to continually vary the learning situation in order to keep students involved.

u Ability to judge the appropriateness of instructional media.

u Ability to utilize different instructional media.

u Ability to take care of individual difference.