Teacher's Mind Frames

Teachers’ Mind Frames

A key part of successful teaching and learning has to do with the teacher’s mind frame – the teacher’s view of his or her role. It is critical that teachers see themselves as evaluators of their effects on students. Seeking interventions and actions that have positive effects on students learning should be a goal for teachers. Teachers should be vigilant to see what is working and what is not working in the classroom. Then teachers must use this evidence to inform their actions and their use of every possible resource (especially peers) to move students from where they are now to where the teacher thinks they should be. It is when a teacher has an appropriate mind frame combined with appropriate actions that these two work together to achieve positive learning effect. We need to help teachers develop a mind frame in which they see their primary role to evaluate their effect on learning. - John Hattie

 

Talking about visible learning in the forums this week, and I had the opportunity to take some value information about visible learning. A book was mentioned by John Hattie and I will definitely read this.

 

In my role as a educator/nurse, we are always evaluating. Evidence based practice is what we are about in my field of work, so when something isn't working, we strive to get it right. We evaluate by taking the evidence and improving the practice. As an educator, I need to know what effect I have on learning, it's key to the success of our company.

 

Please take a look at this great book!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

Finding your "FLOW"

Mihaly Csikszentmihalyi’s psychological theory of “flow”, which can be characterized as the state of concentration or complete absorption with the activity at hand.
 The metaphor of flow is used to describe the sense of effortless action it takes to perform at one’s absolute best.  In order to reach the place where optimal performance is possible, there needs to be a healthy balance between the challenge at hand and your personal skill level (see chart). 



As an instructor, it isn't always easy to find that zone between arousal and boredom. I am mindful when instructing that I try to bring in experience and situations where students will relate. It will be then and there, where the students will be motivated to learn, and feeling fully immersed in the activity for optimal learning.

It is a task to learn from the students and what their level of skill will be to determine the challenge.

http://running-blog.mizunousa.com/how-to-optimize-performance-by-finding-your-flow/

Flipped Classroom

Exited to start my week off facilitating a forum discussion on the Flipped Classroom. I'm a bit nervous, as I have never done this before. I think it will be very interesting and will give me lots of opportunity to grow as a instructor/facilitator. Looking forward to see how it goes.

Do you know what a Flipped Classroom is? In this forum I explain the basic concept and will update you throughout this blog, what I learn from my classmates!

Flipped Classroom…What is it?

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Direct instruction moves from the group learning space to the individual learning pace. It is then brought into the classroom and transformed into a more engaging, interactive learning environment. It is here where the educator guides students as they apply what they had learned before coming into the classroom.

It is simply defined as “School work at home and home work at school”.

There is an article from the Flipped Learning Network where they talk about The Four Pillars of F-L-I-P.

The question I start out with is the following:

In this article it states that the role of the Educator is even more important in a flipped classroom, as well as demanding.  Have any of you used this approach in your classrooms and do you find this statement to be true? What have your experiences been in teaching this way?

 

https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&sqi=2&ved=0ahUKEwjmm9aFnNXLAhVM22MKHcS9CAAQFggoMAM&url=https%3A%2F%2Fnet.educause.edu%2Fir%2Flibrary%2Fpdf%2Feli7081.pdf&usg=AFQjCNGUu-ysacD5ZgOxXst0KRAaWyDCVA&bvm=bv.117218890,d.cGc

 

Citation: Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P

Andragogy and Adult Learning

Something that I have struggled with in the position I am in as an adult educator, is having my staff engage in education. I've had to come to the realization that not everyone has the motivation or desire to learn. The question for me is how do I get them there? How do I get them as excited as I am to expand my knowledge and thinking so that they can be successful?

I built my education and referred to these assumptions in the last year and have found that I have a better understanding of my learners and have focused on getting to know each individual learner throughout the teaching and learning process. I found this article to be very interesting and helpful.

 

Knowles, Holton III, and Swanson provide a list of assumptions that

are associated with andragogy and adult learning. A

summary of these assumptions is as follows:

1. Adults need to know why they need to learn something before

undertaking to learn it.

2. Adults have a self-concept of being responsible for their own

decisions, for their own lives.

3. Adults come into an educational activity with both a greater

volume and different quality of experiences from youths.

4. Adults become ready to learn those things they need to know and

be able to do in order to cope effectively with their real-life

situations.

5. In contrast to children’s and youths’ subject-centered orientation

to learning (at least in school) adults are life-centered (or taskcentered

or problem-centered) in their orientation to learning.

6. While adults are responsive to some external motivators (better

jobs, promotions, higher salaries, and the like), the most potent

motivators are internal pressures (the desire for increased job

satisfaction, self-esteem, quality of life, and the like).

These assumptions form the basis for many adult learning models

that attempt to address the needs adult learners identify and ensure that

those teaching adult learners approach the educational process differently

http://files.eric.ed.gov/fulltext/EJ917394.pdf

Rabbit & Turtle Story

Went to a Leadership Course and they showed this video clip. I love it and it's message. I show this video as well when talking about Leadership and use it during group activities.

When we speak about student engagement I believe that inspiring is one way to that, and this video clip does just that.

There's enough gogies to go around!

I've learned through out this course and throughout my career as an educator that there is an art/science to teaching and learning. I wish I could go back to high school and facilitate discussion with my teachers whom I didn't pay much attention to or rather disliked, and embrace the fact that I could probably have some great discussions with them. I now can relate and emphasize with them what they went through on a daily basis.

The art/science consists of many types of teaching and learning. In educational terminology, there are "gogies".

Pedagogy is about the "how" of teaching. What methods are you as an educator using to engage your students?

Andragogy is the study of teaching and learning with adults. It's more or less learner-centered. More attention is placed on what the learner is doing.

Heutagogy is about developing the skills to learn on one's own. Learning how to learn.

Understanding the gogies in one step in becoming a great educator and understanding your learners.

I had fun today in one of our discussion forums where we were asked to make a bumper sticker about gogies. This is what I cam up with.

Barry Zimmerman Discusses Self-Regulated Learning Processes - ScienceWatch.com - Thomson Reuters

Barry Zimmerman Discusses Self-Regulated Learning Processes - ScienceWatch.com - Thomson Reuters