{"id":10558,"date":"2023-09-24T17:25:21","date_gmt":"2023-09-24T17:25:21","guid":{"rendered":"https:\/\/decap-he.si\/?p=10558"},"modified":"2023-10-09T06:45:37","modified_gmt":"2023-10-09T06:45:37","slug":"3-ucna-enota","status":"publish","type":"post","link":"https:\/\/decap-he.si\/en\/3-ucna-enota\/","title":{"rendered":"3rd LEARNING UNIT: Professors and teaching"},"content":{"rendered":"
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t

Probably every teacher wants to teach his students what he is teaching and not just give the material. The ways in which they do this vary greatly from teacher to teacher. Very often, we come across teachers' thinking that only so-called student factors are important for successful learning - intellectual ability (not everyone can or is not good at studying), interest in the subject (they are not interested in my subject at all), diligence in performing learning activities and task (students are lazy, uninterested). They do not give special emphasis to teacher factors: themselves and their conceptions of what constitutes good higher education teaching and what it means to be a good higher education teacher.<\/span>
<\/span><\/p>

According to Biggs' classification of three levels of thinking about teaching, these are:<\/span><\/p>

  • At <\/span>first<\/span><\/i> teachers who understand teaching as conveying facts and information to students. The teacher's task is to clearly 'give the material', and from here on the responsibility and also the blame for a possible failure lies with the student.\u00a0<\/span><\/li>
  • At <\/span>second<\/span><\/i> at the level of thinking about teaching, this is still understood as 'transfer', but this time not only of facts and information, but also of concepts and understandings. Learning is the result of good teaching, so competence in teaching skills is important. This time, in the case of a student's failure, the fault lies with the teacher (lack of didactic competence).<\/span><\/li>
  • for conception on <\/span>third<\/span><\/i> level is characterized by the fact that it is focused on the student - it arises from the student's needs and interests. The activities and tasks performed by students during (even before and after) teaching and the support provided by the teacher are of key importance. It means understanding certain content, concepts and ideas in the way that is defined in the objectives and intended learning outcomes, and what kind of teaching-learning activities are necessary or what students must do in order to achieve the desired level of understanding.\u00a0<\/span><\/li><\/ul>

    \u00a0<\/p>

    A very important segment of lectures and other forms of study is asking questions. The method of classifying questions according to Bloom's taxonomy is the best known and most frequently used form in higher education. It is based on six hierarchical levels of thinking skills that students must use in the process of thinking about a question and formulating an answer.<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    <\/div>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
    \n\t\t\t\t
    \n\t\t\t

    Materials<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t
    \n\t\t\t\t\t\t\t

    This learning unit includes:<\/span><\/p>

    • teachers' conceptions and approaches to teaching;<\/span><\/li>
    • differences between the understanding of teaching;<\/span><\/li>
    • key characteristics and behaviors of good higher education teachers;<\/span><\/li>
    • principles for teaching based on knowledge about learning;<\/span><\/li>
    • formulating questions using Bloom's Taxonomy.<\/span><\/li><\/ul>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
      \n\t\t\t\t\t\t
      \n\t\t\t\t\t
      \n\t\t\t
      \n\t\t\t\t\t\t
      \n\t\t\t\t
      \n\t\t\t\t\t
      <\/div>