how is a paradigm of teaching and learning formed?
109637
The first step for a guy like me was to look up the word "paradigm" in Webster's to see what it means. I realized when I read the definition that I understood the principal and could think of examples. I had therefore learned what a "paradigm" is. And you, by posing the question, had taught me. Presto, the paradigm of teaching and learning was formed!\nI don't know how to explain it but it just happened. Cool!\nYou go girl! And let us know how you do with your essay.
1078864
There are many principles... it takes four years of college training to begin to even learn all of them.... and a couple of years teaching to get the hang of them.\n\nWhat specifically are you looking for?
912810
I like to think of pedagogy as the art of teaching a particular subject.  The way to explain topics so that they are best understood in an effiecient way.  \nWith that said, a theory is an idea that has not been proved or disproved.  I think that because we have not perfected the way people learn best, that within pedagogy there can be theories about how people learn.\n\nResearch usually has more to do with collecting information.  When we do research for papers, we gather information to prove our point from a variety of sources.  Scientific research gathers information through experiments to support a hypothesis.
478871
OK...I'm thinking that you are refering to class dynamics and this is what I am basing my answer on.  All classes have a dynamic.  For instance, one of my classes is very motivated.  The majority of the kids in the class care very much about their grades and come from very stable families that put a strong emphasis on education.  As a result, teaching them is a dream.  They are open to new ideas and easily adapt to change.  These kids are sponges and absorb everything.  Because the entire class dynamic is very motivated, they are learning more because they are all open to it and look down upon those that are not trying to learn as much as they can.  Also, I can be creative with them because they are always open for a challenge.\n\nIn another case, I have had a couple of classes that had very head-strong children in them.  The dynamics of these classes are awful.  Because of their strong personalities, I spent less time teaching and more time getting them to understand that I got the degree and they had not yet passed middle school.  As a result, these kids did not learn much from me and I admit that.\n\nSo the dynamics of a class directly influences how well one teaches and how much students learn.
206368
Once you have the basics learned, you have learned how to learn.  The young person is now a teacher, and his best student will always be himself.  He can learn everyday of his life.  He is at his best and brightest with each passing moment.
65274
A paradigm is a certain practice or worldview as a whole or in a subject. Paradigms can be difficult to overcome as they do not encourage thinking outside the box and there for paradigms eventually will cause revolutions in thought or ultimate failure. Another word or way of approaching the context of a paradigm is through the term rhetoric, as in the different modes of persuasion, like sophistry or elocution etc.
681527
Every teacher designs his/her instruction based on a teaching philosophy.  For example, a teacher who believes in teacher-centered instruction, would give the traditional lectures and homework.  A student-centered approach would require students to learn from each other, engaging in group activities or discussions.  There is a big difference in the way teachers design their classes when you consider their teaching philosophy.  Also, teachers may see the role of education differently.  A teacher who sees education as preparation for college will offer different instruction than one who sees education as preparation for 'the real world'.  Superintendents and principals want to know if the teachers' motives and practices suit the school in which they plan to teach.  This is very important.
766216
Your question is a good one for sure, but probably requires much more than most of us usually do in one answer.  Here is part of it and should get you started ...\n\n"The Silent Way is the name of a method of language teaching devised by Caleb Gattegno.  The Silent Way views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener.  The main features could be stated as follows:\n\n1)  Learning is facilitated if the learner discovers or creates rather than re­ members and repeats what is to be learned. \n\n2)     Learning is facilitated by accompanying (mediating) physical objects. \n\n3)    Learning is facilitated by problem solving involving the material to be learned."\n\nI like this approach to learning, and used it a great deal.  It supports the statement, "Tell me and I forget, teach me and I remember, involve me and I learn or show me and I understand." \n\nThe Silent Way approach gets children involved in their own learning.  When children are actively involved they learn.\n\nYou might want to research Jerome Bruner for more information.  In terms of discussing application of this method in the classroom, you could easily incorporate Howard Gardner's multiple intelligences theories, which might enhance your assignment.\n\nBest of luck with your work.
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The Reflective Practitioner: \nFoundation of Teamwork & Leadership\nNot disregarding the recent interest in academe regarding reflective learning, the concept has been around since John Dewey presented his educational philosophy, and it has found similar expressions in David Kolb's Learning Cycle, W. Edwards Deming's Shewart Cycle, and Don Schon's Reflective Practitioner model. These all involve the same process of reflecting on behavior and using such feedback to learn and modify behavior. \nFor this course, the reflective learning cycle is the centerpiece of the process for learning leadership, teamwork and organization development. The process is the same, whether the "system" is the individual, team or organization. The fundamental cycle is the learning loop that includes: reflection, interpretation, application, and engagement (different authors use different terms), \n\n\n\nhttp://faculty.css.edu/dswenson/web/TWAssoc/reflectivepractitioner.html
2798
Well, teachers are usually specialized in the area that they are teaching.  So while they might be smart at one thing, they might not know anything about another subject.  This is not to say that teacher's do know all about the subject matter at hand.  They learn new things while they teach also.  \n\nHere's a bad analogy:\nIt's like reading a book more than two times.  You always see more the second time around.  Therefore, this effect might take place while teaching from a book.\n\nNow, there are some teachers who don't know how to teach very well, so I guess you might call this an "act."  but, I would call it "practice."
546941
Well there are different types of learners. Some learn by rythm and movement. I think they are called Kynesthetic learners. Each type of learner uses a different side of the brain.
129964
Education is the process of learning. learning is the storage of information into memory.
646554
Teaching methods refer to the proceses and activities a teacher uses to elicit an instructional outcome. Teaching styles refer to the delivery, manner and organization of the instruction, and may not be directly linked to an instructional outcome.
742989
its a good concept because it focuses more on the learner. the teacher is able to do more guiding than direct teaching. the learner is also able to get more actively involved in what is going on either through experiments, group learning, etc..it provides better understanding for the learner and its probably a lot less boring for them than standard lecture.
1098332
The art of teaching is simply~pedagogy.  Thus, pedagogy is the art of teaching.   You can interchange the the pedagogy definitions for teaching as an art.\nEffectiveness, active learning, love of teaching, awareness of the needs of the students, knowledge (distinctive bodies of knowledge) and overall use correct teaching strategies.\n\nhttp://en.wikipedia.org/wiki/Pedagogy
884436
Education (Teaching) Principles server these functions\n1.  To maintain effective teaching strategies that enhance learning for all learners\n2.  To ensure continuity between educational systems (Primary through college)\n3.  To provide a safe and effective learning environment based on understanding of learner and mind developement\n4.  To encourage on going educator development \n5.  To establish a line of communication between learner, parent, teacher and adminitration.\n5.  To develop fair standards of education that are measurable to document progress.
680230
It is a framework for teaching--- it can encompass classroom techniques and teaching philosophy.