Pratt’s Developmental Teaching Perspective
+
Wlodkowski’s Strategies
= Discovery of New Ideas
(Good pix galleries, n.d.)
Principle 1 Prior knowledge is key to understanding (Pratt, 2005, p. 112)
Strategy 8 Assess learners’ current expectations, needs, goals and previous experience as
it relates to your course or training (Wlodkowski, 2008, p. 161)
(Gallery Hip, n.d.) (Book Boon, n.d.) (Virtuous Teachings, n.d.)
+ +
=(Business 2 Community, n.d.)
Introduction
Listen
Starting Point
PriorKnowledge
Principle 2 Prior knowledge must be activated (Pratt, 2005, p. 112)
Strategy 28 + 40 Provide frequent response opportunities to all learners on an equitable basis
(Wlodkowski, 2008, p. 235)
Use critical questions to stimulate engaging and challenging reflection and discussion (Wlodkowski, 2008, p. 269)
(Faculty Focus, n.d.) (Imgbuddy, n.d.)
Activate prior knowledge through personal responses
Enhance meaning by piquing individual interests
Critically oriented questions foster growth in capacity for understanding
Principle 3 Learners must be actively involved in constructing personal meaning-the links
are more important than the elements (Pratt, 2005, p. 112)
Strategy 14Use differentiated instruction to enhance successful learning of new content
(Wlodkowski, 2008, p. 180)
Flexibility in instruction accommodates student differences
Feedback on effort focuses students on the learning process
Offering a variety of teaching approaches and feedback focusing on personal effort keeps students actively involved in learning
(Tutorvista, n.d.) (Gallery Hip, n.d.)
Flexibility Effort
Principle 4 Making more and stronger links requires time (Pratt, 2005, p. 112)
Strategy 32Selectively use breaks, settling time, and physical exercise (Wlodkowski, 2008, p. 248)
(Imgbuddy, n.d.) (Nih Record, n.d.)
(Free Images, n.d.)
(Healthy Food, n.d.)
Time Activity Savor
Stronger Links
Allow time for students to absorb content
Get oxygen flowing in the body
Avoid overload of too much content
Develop stronger links
Principle 5Context provides important cues for storing and retrieving information (Pratt, 2005,
p. 112)
Strategy 46Use visits, internships, and service learning to raise awareness, provide
practice and embody the learning concepts and skills in authentic settings (Wlodkowski, 2008, p. 302)
(Museum Access Consortium [MAC], n.d.) (PR Web, n.d.) (Knutsford Times, n.d.)
Art Gardening Nursing
Real-life experiences provide prompts for retention and recollection of new material
Principle 6 A. Intrinsic motivation is associated with deep approaches to learning
B. Extrinsic motivation and anxiety are associated with surface approaches to learning (Pratt, 2005, p. 112)
Strategies 35 + 36 + 37While instructing use humor liberally and frequently (Wlodkowski, 2008, p.255)
Selectively induce parapathic emotions (Wlodkowski, 2008, p.257) Selectively use examples, analogies, metaphors, and stories (Wlodkowski, 2008, p.257)
(Lose the Pointer, n.d.)
(About Education, n.d.)
(Bamboo Creative Inc., n.d.)
Express emotions through applicable anecdotes
Encourage empathetic reactions from students
Understanding is strengthened by intrinsic motivation
Anecdotes Emotional Responses
Principle 7Teaching should be geared toward making the teacher increasingly
unnecessary: that means the development of learner autonomy as well as the intellect (Pratt, 2005, p. 112
Strategy 15 and 54Use assisted learning to scaffold complex learning (Wlodkowski, 2008, p. 183)
Use self-assessment methods to improve learning and provide learners with the opportunity to construct relevant insights and connections (Wlodkowski, 2008, p. 344)
(Touro College, n.d.) (Recruiter, n.d.)
Scaffolding can cultivate positive attitudes
Fading teacher involvement inspires learner autonomy
Self-assessments bridge the gap between learners’ beliefs and new material
(Rabstol, n.d.)
Conclusion
Understanding(Where the Classroom Ends, n.d.)
References
About Education. (n.d.). Icebreaker [Photograph]. Retrieved from adulted.about.com
Bamboo Creative Inc. (n.d.). Colour Psychology [Photograph]. Retrieved from
bamboocreativeinc.com
Book Boon. (n.d.). Listening [Photograph]. Retrieved from bookboon.com
Business 2 Community. (n.d.). Starting Line [Photograph]. Retrieved from business2community.com
Faculty Focus. (n.d.). Teacher asking question [photograph]. Retrieved from facultyfocus.com
Free Images. (n.d.). Chain Links [Photography]. Retrieved from freeimages.com
Gallery Hip. (n.d.). Business handshakes [Photograph]. Retrieved from galleryhip.com
Gallery Hip. (n.d.). Person Sweating [Photograph]. Retrieved from galleryhip.com
Good pix galleries. (n.d.). Opening present [Photograph]. Retrieved from pixgood.com
Healthy Food. (n.d.). Savor [Photography]. Retrieved from healthyfood.co.nz
Imgbuddy. (n.d.). Clock [Photography]. Retrieved from imgbuddy.com
Imgbuddy. (n.d.). Group conversation [Photograph]. Retrieved from imgbuddy.com
Knutsford Times. (n.d.). Gardening [Photograph]. Retrieved from knutsfordtimes.com
Lose the Pointer. (n.d.). Storytelling [Photograph]. Retrieved from losethepointer.com
Museum Access Consortium . (n.d.). Museum Visit [Photograph]. Retrieved from cityaccessny.org
Nih Record. (n.d.). Class Stretching [Photograph]. Retrieved from nihrecord.nih.gov
PR Web. (n.d.). Nursing [Photograph]. Retrieved from prweb.com
Pratt, D. D. (2005). Five perspectives on teaching in adult and higher education (5th ed.). Malabar,
FL: Krieger Publishing Company, Inc.
Rabstol. (n.d.). Rainbow Bridge [Photograph]. Retrieved from rabstol.net
Recruiter. (n.d.). Thinking [Photograph]. Retrieved from recruiter.com
Touro College. (n.d.). Instructional Scaffolding [Photograph]. Retrieved from
blogs.onlineeducation.touro.edu
Tutorvista. (n.d.). Fingers Stretching Rubber Bands [Photograph]. Retrieved from tutorvista.com
Virtuous Teachings. (n.d.). Baggage [Photograph]. Retrieved from
virtuousteachings.wordpress.com
Where the Classroom Ends. (n.d.). Lightbulb [Photograph]. Retrieved from
wheretheclassroomends.com Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A
comprehensive guide for teaching adults (3rd ed.). San Francisco, CA: Jossey-Bass.
References (continued)