Assignment 1 FBE204
Good teaching is influence through conceptions of learning like individual or peers, family and environment. In general, it captures one’s attention, able to engage, acquire knowledge through learning and change one’s view to build experiences. Teaching and learning is highly interrelated with engagement and different approaches to achieve an outcome. The contexts encourage students to anticipate learning activities to understand objectives and absorb knowledge. According to Biggs (2012), there are three theories of teaching, which includes teaching based on student differences, based on what the teacher does and what the student does. This paper will introduce the theories with references to my experience.
The first level is on student differences, which depends on their commitment in learning and willingness to a better learning outcome. Thus, students are treated individually without regarding whether the information is fully transmitted or understand by them. This conception illustrates if students aren’t willing to learn, it’s their problem, either they’re not interested in the subject or they just don’t want to learn. As an experience, when I was in high school, while I’m preparing for final year before university, there’s a music teacher that gave us all the notes about the music score without giving any further explanation, as such we all know nothing and didn’t score a good grade in exam. This type of teaching decrease motivation and curiosity of the subjects, in fact it causes a negative impact to students’ learning because their attitude and the way they learn has changed.
The second level is on what the teacher does, Biggs (2012) indicates teaching is more proficient with clear procedural rules established, clear visual aids and having eye contact. On contradictory, the way of perceiving knowledge is based on students, however if teachers don’t obliged with their roles, the blame will be on them. In Macquarie University, majority of classes are in
The first level is on student differences, which depends on their commitment in learning and willingness to a better learning outcome. Thus, students are treated individually without regarding whether the information is fully transmitted or understand by them. This conception illustrates if students aren’t willing to learn, it’s their problem, either they’re not interested in the subject or they just don’t want to learn. As an experience, when I was in high school, while I’m preparing for final year before university, there’s a music teacher that gave us all the notes about the music score without giving any further explanation, as such we all know nothing and didn’t score a good grade in exam. This type of teaching decrease motivation and curiosity of the subjects, in fact it causes a negative impact to students’ learning because their attitude and the way they learn has changed.
The second level is on what the teacher does, Biggs (2012) indicates teaching is more proficient with clear procedural rules established, clear visual aids and having eye contact. On contradictory, the way of perceiving knowledge is based on students, however if teachers don’t obliged with their roles, the blame will be on them. In Macquarie University, majority of classes are in