Goal oriented teaching method (1st edition)
Goal
oriented teaching method (1st edition)
In general,
education focuses on ‘knowledge’. But by teaching knowledge students wouldn’t be
able to develop thinking skills to be a leader or decision maker (refer to ‘Something
you should know about learning knowledge by understanding!’).
Then, what
to focus for learning and teaching? The best but most difficult one is ‘thought
process-based learning and teaching’. But this requires systematic training and
takes time (the shortest is about 4 years). And the goal of ‘thought
process-based education’ is for learners to develop their brain power beyond
known geniuses such as Isaac Newton or Albert Einstein.
Thus, Min
has developed one extra learning and teaching methods which named as
goal-oriented learning and teaching. However, individual learner might not be
able to follow this easily simply due to lack of experiences, this article will
be focusing on teaching.
Please note.
The method is not a subject and this is a method. You can apply for any
subjects.
Background
There are three
different learning and teaching methods (for details, please refer ‘thought
process-based education’ book #1).
1.
Understanding-based
learning and teaching
2.
Goal-oriented
learning and teaching level 1
3.
Goal-oriented
learning and teaching level 2
Understanding-based learning and
teaching
This is the simplest
ways of learning and teaching thus primitive brain function. In short, one
learns by experiences. You ate a poisonous fruit (direct experience, observation), you get sick (this
is a result) and you learn that the fruit has poison (this is knowledge),
remember, not eating the fruit (decision) and even can teach others. Or you see
someone get sick or die (indirect experience, observation), you learn and teach others.
There
is decision making step but in decision making does not require any thinking
process. Experience and observation directly connected to the decision making.
This is how all
the animals with brains learn and (or) teach. This is not human way of
teaching.
Goal-oriented learning and teaching
level 1
This is one
step advanced level of brain function due to increase memory capacity. As
memory capacity and experience accumulates, brain can now observe and learn.
As an example,
lion cubs learn how to hunt (the goal) by observing their parents hunting. Wolves
learn how to hunt salmon by observing bears (http://www.whitewolfpack.com/2014/08/wolves-learns-to-fish-for-salmon-by.html).
In
this case, the process of learning is observation ==> Decision ==> Experience.
Basically,
brain starts to learn without experiences but still experiences are key to
achieve the goals. And this is also common for some animals with brains. Also,
copying and pasting others’ work is from this brain function.
Goal-oriented learning and teaching
level 2
Unlike the
level 1, there is analysis and prediction steps added to the level of brain
function. With the data (observation/description) collected, brain start to
analyze and predict the unknown before making decision.
Data
collection ==> Analysis ==> Prediction ==> Decision making ==> Action
This brain
function is the key for technology development. Up to the goal-oriented
learning and teaching level 1, it didn’t require thinking processes. But for
this level, thinking process is essential and this is only for human brain.
The most extensive
field based on this process must be the Ph.D. level.
Why educators should teach students to
develop method?
1.
To
be a leader or decision maker, students need to predict unknown with logics.
2.
The
method can be applied for their future work regardless of their fields.
How to
teach?
I.
Data collection
1.
Have
students to collect raw data might not be idea in education field unless students
do their own research. So, collect data from known resources.
2.
Ask
students to exclude all others (such as reasonings and solutions for the
problem). – The whole process is train students to develop skills for data analysis,
prediction and decision making. Not training students to follow others.
II.
Data analysis
With collected data, walk
through together to analyze the data. How to organize, arrange etc.
III.
Prediction
Have students to predict with
logics. At this time, class discussion could encourage students. However, it is
the educator who has more tools. Students need to be exposed to them.
IV.
Decision making
Once students develop
logics around the data, it is relatively simple to make decision.
Cycle through I to IV using known data until make hypothesis (questions to explore unknown)!
Cycle through I to IV using known data until make hypothesis (questions to explore unknown)!
Challenges
1.
Students
might be fixed on the results instead of data in data collection steps. In this
case, educators should guide students to distinguish the raw data with
processed data (which including reasonings and goals of the authors) with
reasonings and differences between processed and raw data.
2.
Educators
should demonstrate what strategies to be used for data analysis with
reasonings. Without reasonings, the whole process will roll back to the goal-oriented
teaching level 1.
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