Didactics Guide for CMMAS Faculty. Silvana Casal Pedagogic Coordination

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1 Didactics Guide for CMMAS Faculty Silvana Casal Pedagogic Coordination One of CMMAS principle activities is guiding students professional development through courses and workshops taught in the Centre. Therefore it is of paramount importance for us to be involved in the teaching and learning process, maintaining high standards in order to better achieve our educational objectives. We believe that our faculty have the power to develop practices, both alternative and transformative, which enable students to meet the new challenges set by this new world in which we live. We are convinced that the teaching/learning process is not linear, but instead consists of two separate phases. Learning is a process inherent in the brain from the time of birth. Teaching implies the application of sets of decisions that have been planned for the student to enable them to successfully acquire knowledge and skills. But the student does not necessarily learn during the time that the teacher is teaching; in other words, the act of teaching does not imply the act of learning. In the process of exploring these ideas further it is worthwhile to point out that students manifest different ways of learning. Different psychological processes are involved in the act of learning. Therefore, we would like to propose some strategies that may help students both to make sense of what they learn and to learn more. These strategies could be useful both in the creation of a better learning experience and in the internalization of knowledge, thereby increasing the possibility that students will get the tools, knowledge and skills that they need in order to improve their professional and personal development. One of the frequently-used teaching models is the Transmission - Reception Model. The model stems from a behaviorist perspective, which assumes that a newborn child s mind is empty. In other words, it assumes, that students minds are blank pages and that their maturing process results from the knowledge that they obtain from the environment. It proposes teaching based on these assumptions. 1 This learning theory considers knowledge to be a set of ideas and data that needs to be stored and reproduced rather than being drawn. 2 1 Benejam, Pilar. Las finalidades de la educación social, en Benejam, Pilar y Joan Pagés (Coord.) Comes, Pilar; Quinquer, Dolores, Enseñar y aprender ciencias sociales, geografía e historia en la educación secundaria. Barcelona, Horsori Editorial, Institut de ciències de l Educació. Universidad de Barcelona, p. 35.

2 Such a model points towards rote learning as being its top priority; the idea that teaching equals learning. In other words, students need not process or elaborate upon their new knowledge, but simply quote it. This process of teaching does not result in a significant acquisition of knowledge nor in any academic attainment that is meaningful; it is, rather, short-term, inefficient and mechanical. 3 Pedagogue David Ausubel explains that learning and understanding are synonyms; and it is necessary to learn how to learn and to learn how to think. This is a difficult task if the students are introduced to materials that they merely need to remember as opposed to materials leading to a problem to be solved. 4 In this traditional model the teacher s role is considered essential. Teachers are those who know and who are trained to measure results. Unfortunately, this methodology leaves very little room for creativity and improvisation, since the objectives to be met are narrowly defined. Therefore, applying this model is usually limited to teaching by means of exposition and narrative techniques, by having the teacher transmit the information and having the student reproduce the ways of thinking and the ideologies coming from this vertical instruction, from dictation and from conference-classes. The teacher transmits arbitrarily chosen, predefined knowledge, primarily with conceptual content, knowledge that is not related to the student s reality. 5 Verbal and expositive instruction has shown important deficiencies since in schools that method has fostered empty verbalism with no meaning or comprehension. 6 CMMAS goal is for students to learn in a significant way. When we speak about significant learning we consider David Ausubel s theory alluding to the type of learning whereby the student develops new meanings as a result of materials presented by the teacher that are directly significant to them. Therefore, we 2 González Muñoz, María Carmen. La enseñanza de la historia en el nivel medio. Situación, tendencias e innovaciones. Madrid, Marcial Pons, 1996, p Benejam, P. Op. Cit. Pp Ausubel, David P. Adquisicion y Obtencion de Conocimiento. Paidos. Madrid, Casal, Silvana. Tesis de maestria: Diagnostico del proceso de ensenanza-aprendizaje de la Historia en las escuelas secundarias generales de la ciudad de Morelia. Una aproximacion a los aprendizajes de los alumnos. UMSNH. Febrero de Ausubel, David P. Adquisicion y Obtencion de Conocimiento. Paidos. Madrid, 2002.

3 consider it basic for teachers to make a diagnosis of the students before starting the workshop, and to teach based upon the students previous knowledge. What is the student s previous knowledge? Previous knowledge is the foundation on which to build new meaning into new learning (Joan Pagès and some authors refer to it as social representations). This type of knowledge is stored in the mind in inter-connected units, and is referred to as knowledge perception. Knowledge perception is the representation somebody has at a specific moment about some piece of reality. 7 The students minds are never a blank slate. Students lay out meanings upon what they had previously built. The constructivist concept assumes this fact as a central element in explaining the learning/teaching processes. It is possible to state that in this constructivist logic there will always be previous knowledge that connects with the new content to be learned, otherwise, it would not be possible to give an initial meaning to the new knowledge. 8 It is important then, to build a cognitive bridge between what the student knows and the new things he or she is about to learn. From the constructivist viewpoint, in order to learn any of the school s objectives one does not start from zero. The student builds meanings based on definitions previously built. Ausubel s attitude towards this issue leaves nothing to chance: The most important factor influencing learning is to learn what the student already knows. Find out and teach accordingly. 9 It certainly is not easy to learn about all of the student s foundational ideas. It is nevertheless important for the teacher to develop a clear idea of at least their relevant previous knowledge in order to facilitate the teaching learning process. It is important to bear in mind that for the student to make use of their previous knowledge and to find some sense in the new activity, it is fundamental that the new topic is motivating; therefore the teacher s help is very important. 7 Mauri, Teresa. Que hace que el alumno y la alumna aprendan los contenidos escolares?, en Coll et. Al. El constructivismo en el aula. Coleccion biblioteca del aula, Barcelona, Grao, 1993, pp. 78 y Miras, Mariana. Un punto de partida para el aprendizaje de nuevos contenidos: los conocimientos previos, en Coll et. al. Op. Cit., pp. 47 a Ausubel, Novak y Hanesian. Tomado de Miras, Mariana. Un punto de partida para el aprendizaje de nuevos contenidos: los conocimientos previos en Coll et. al. Op. Cit. p. 54

4 How to get the student to achieve meaningful learning from the workshops topics? Carrying out an initial diagnosis. There are several possibilities, ranging from relatively standardized closed tests, to more open and flexible instruments. From CMMAS perspective the last option is more advisable. Dialogue between teacher and student is more relevant, and the students do not view themselves evaluated, which usually leads to a more enriching exploration of the subject. A written diagnosis when facing a new topic is also helpful. Learning about the extent of the students knowledge. Working according to the particular characteristics of the group. It is important to stress that the students previous knowledge should be examined from the conceptual, procedural and attitudinal viewpoint. We consider that working on the students previous knowledge is basic. To achieve further learning we cannot do without this previous knowledge. In addition, it is important that the learning situation be motivating. Remember; Aubel sets forth the premise that motivation is both the effect and cause of learning. 10 Having materials handy that heighten the students curiosity to its highest level is fundamental. We consider that working on the students previous knowledge is basic. To achieve further learning we cannot do without this previous knowledge. Doctor Pagès states that the act of learning is better when: - During the act of learning, students are active rather than passive. - They are creative rather that receptive. - They are encouraged to make critical judgments rather than factual ones. - Contents are set forth to students as problems concerning men and women in the present, past and future. 11 Is fundamental to: Influence the student into achieving important learning based on their ability, motivation and interests. 10 Ausubel, David. Adquisición y obtención del conocimiento. Paidós, Madrid, Conferencia del Dr. Joan Pages: El desarrollo del pensamiento historico como requisito para la formacion democratica de la ciudadania, impartida en la UMSNH, el 21 de septiembre de 2009.

5 Reshape learning into a cooperative moment wherein knowledge is shared. Ensure that students enjoy themselves and realize that classes help them to become analytical and thinking beings. Ensure that class becomes an occasion for discussion and debate. Help students to develop feelings of empathy, and help them to be critical and committed to their environment and their reality. Foster in student values that will help them to better understand and be respectful of diversity by being committed to socially relevant topics. CMMAS is prepared to support, advise, discuss and collaborate with the teacher to achieve the objectives set forth here. The teaching/learning process is complex and there are many factors needing attention. Teamwork is, as we see it, fundamental to incentivize plurality and diversity in viewpoints.