1P00CZ83: Pedagogical Competence I

The learning process in the planning of pedagogically founded teaching and guidance

Geert Hofstede’s national culture

An anthropologist from the Netherlands named Geert Hofstede developed an index on a national culture that takes into consideration a variety of factors.

• Power distance index (PDI): This idea indicates that people anticipate and are willing to accept power distribution as a result of status, human capital, and position. For example, people in China submit themselves to the authority of those in higher positions.

•Uncertainty avoidance (UAI): Numerous societies, such as Japan, work toward the goal of minimizing future risk by implementing predictability, rigorous arrangements, stringent norms, and regulations.

•Long-term orientation (LTO): Some cultures place high importance on the results of the future and demonstrate this by being patient, determined, and frugal in their pursuit of multiple goals at once.

Source: Schmitt, 2017

These days, teachers implement Hofstede's theory into the classroom setting as a means of better comprehending the local culture and working toward the intended academic outcome. For instance, the graphic that is above is being explained in the context of the United States.

1. In order to fulfill the goal of the course, the instructor delegated some of the power to the students because the PDI score in the United States is 40. The students in the United States of America recognize the formal power that the teacher possesses as a result of their education, expertise, authority, position, and prestige.

2. Realizing that the United States of America, which received a score of 91, is a far more individualistic country than other countries, the teacher assigns individual projects to each student rather than group projects. The theoretical foundations suggest that the class group will not be merged very successfully.

3. During the section on teamwork, the instructor alluded, in a roundabout way, to the possibility that men could take on the role of group leader for increased productivity within the team (i.e., the score is 62). This is because women believe that men's leadership will improve the effectiveness of the project because of their willingness to take risks and make quick decisions.

4. With regard to the uncertainty avoidance of the United States of America (i.e., a score of 46), the educator uses flexible rules and regulations in the project work because it is possible that students will not strictly follow the project rules.

5. Given that the score for long-term orientation is only 26, the short-term orientation is tolerated in American society. Therefore, teachers incorporate exercises with a limited time commitment into a particular curriculum. Formative and continuous assessment are two methods that the instructor used, for instance.

David Allen Kolb’s

Experiential learning theory

Kolb (1984) observed that learning is the process whereby knowledge is created through the transformation of experience. Also, people learn through a cycle of experience, reflection, conceptualization, and testing.

1. In general, people get new experience, face a new situation, or re-identify their previous knowledge.

2. Then, they review the variations between experience and understanding.

3. Based on the review, people get a new concept and idea.

4. Finally, they test the concept.

Kolb (1975) claimed that learning styles are different from the learning cycle. However, both interconnect each other to some extent. The learning styles are diverging (feeling and watching), assimilating (watching and thinking), Converging (doing and thinking), and accommodating (doing and feeling).

Implementation of learning theory in instructional settings

Throughout the course of the learning cycle, the instructor is responsible for developing the content and activities that will be used to build the students' knowledge. The above photo was taken during a business class, and the instructor used a diverging style first to review the student's previously acquired knowledge in a theoretical context. Later on, he might utilize assimilation, convergence, or accommodating learning styles depending on the pupils' current learning status and the demand for that level of learning.

How do different learning theories and views of learning affect the planning of teaching in your particular vocational field and in competence-based education?

Behaviorism:

My group has been working, talking, and coming up with ideas, and it looked like we had done the same things before the session. I really hope that it won't take too much longer than that. If that did happen, I wouldn't know what to do about it since there would be so many other things happening at the same time. Because of my struggles with the language and the fact that everyone acquires knowledge in their own unique manner, getting ready for it required a significant amount of time for me. The way in which we all cooperated as a group was by far the most intriguing aspect of the whole thing. Our group engaged in some thought-provoking discourse, such as the following: "Do we teach two ways to teach?" Or do we demonstrate the two different methods of teaching by using them in our own lessons?

Or do we teach two different ways to teach when we use the methods? It was fascinating to see the variety of ways that us took to completing the project. But I'm aware that it wasn't simple for me, and I was anxious about it... No… I cannot deny the fact that I experienced fear. Before I started working as a teacher, I was unable to focus on everything that was going on around me. I did my best to suppress my anger, but I just couldn't. Even though both of my hands were ice cold, my first thought was, "Oh my God!" YES. Learning by doing, since I've already given it my all, I don't have to be concerned about what the future has for me. Although I considered the hour of instruction to be rather lengthy, I was aware of the reasons I was participating and what I hoped to gain from it. The "stimulus-response" concept is the foundation of the behavioralist learning theory known as behaviorism. The premise behind this notion is that individuals pick up new skills by observing their surroundings and responding appropriately to what they find there.

So, both positive and negative reinforcement shape how people learn. To encourage and help them have the right kinds of learning behaviors in the classroom so that they are engaged the whole time they are learning. Behaviorism theory helps to control, keep calm, and harmonize student behavior and learning in a classroom where students come from different backgrounds and act in different ways. People learn by doing things over and over. It assumes that a learner is mostly passive and reacts to things in the environment. Learners start with a clean piece of cotton, and positive and negative reinforcement are used to shape their behavior. This encourages them to draw on the fabric and show beautiful colors on it.

An interesting short video on behaviorism: Here is a video link where you can find more information about Behaviorism Learning Theory.

https://www.youtube.com/watch?v=KYDYzR-ZWRQ

Constructivism:

Constructivism is an alternative educational paradigm in which the role of the instructor is reduced to that of a guide and students work together to find solutions to issues. Students may learn valuable knowledge from one another by talking to one another. This is not a brand-new concept; in point of fact, it dates all the way back to the turn of the century. It was supported by John Deway, an American psychologist and educator, as well as Jean Piaget, a French psychologist who based his perspective on the manner in which children create their knowledge on the concept that children do so via a number of channels. Deway and Piaget were both influential in the development of this theory. The constructivist method of education places more of an emphasis on the individual student as opposed to the subject matter being taught. places more emphasis on the generation of fresh information than it does on the replication of previously gathered data.

If you click on the link that is provided below, you will be taken to a video that provides further information on the cognitivism learning theory.

https://www.youtube.com/watch?v=qqAgJ40ATT4

What did I learn or did I learn anything?

The preparation of lessons has been a source of education for me. The behaviorist approach to education seems to hold the title of being the most widespread in Finland's educational institutions. According to this hypothesis, educators have a responsibility to impart knowledge upon "tabula rasa"-like students. In the first place, we did our best to prepare the teaching, and we gained knowledge about how to technically use or manage our instructional material and IT in the way that it was intended to be used. Second, we did have a pre-task, a lesson plan, and all of the required supplies for the activity that we were going to be doing. Everything that you see here was put together ahead of time. What more do you need? The pre-task, for which I was responsible, works well, just as I had anticipated that it would; however, the conferencing system did not perform the way I intended it to, which is where the mayhem started. Because I am able to perceive everything and am completely aware of it, I have no doubt that my lesson plan will become more effective as time goes on. I am unable to identify the specific ways in which it has been beneficial to me, or even whether it has been beneficial at all.

References:

1. Schmitt, J (2017), Business Schools with the best MBA Teacher faculty, Online, [Access on 26.09.2019]. Available at https://poetsandquants.com/2017/02/06/business-schools-best-mba-teaching-faculty/.

2. Hofstede, Geert (2001). Culture’s Consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: SAGE Publications.

3. Hofstede, Geert; Hofstede, Gert Jan (2005). Cultures and organizations: Software of the mind (Revised and expanded 2nd ed.). New York: McGraw-Hill.

4. Hofstede insight (2019), National culture indices. Online [Access on 26.09.2019], Available at https://www.hofstede-insights.com/models/national-culture/.

5. Hofstede, G. (1991), Cultures, and Organizations: Software of the mind. London: McGraw-Hill.

6. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

7. Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Studies of group process (pp. 33–57). New York: Wiley.

8. McLeod, S. (2017), Kolb’s Learning Styles and Experiential Learning Cycle. Online [access on 25.09.2019], Available at https://www.simplypsychology.org/learning-kolb.html.

9. Prof. Alex Keyssar (2019), The Graduate Guide, Online, Available at https://www.graduateguide.co.uk/postgraduate/article/harvard_business_school_mba_profile [Access on 26.09.2019].

10. Walsh University (2019) One of my interactive classroom. Online Available at https://www.walsh.edu/toot-global-learning-center [Access on 26.09.2019].