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    Teaching Models Transmission Transaction

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    Mark Borres
    The 3Ts of learning

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    © All Rights Reserved
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    Teaching Models Transmission Transaction

    Uploaded by

    Mark Borres
    38 views3 pages
    The 3Ts of learning

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    © © All Rights Reserved

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    PDF, TXT or read online from Scribd

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    The 3Ts of learning

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    38 views3 pages

    Teaching Models Transmission Transaction

    Uploaded by

    Mark Borres
    The 3Ts of learning

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Views of Teaching - 1

    THREE VIEWS OF TEACHING: TRANSMISSION, TRANSACTION, AND


    TRANSFORMATION
    Andrew P. Johnson, Ph.D.
    Minnesota State University, Mankato
    andrew.johnson@mnsu.edu

    This is an excerpt from my book, This is an excerpt from my book, Making Connection in
    Elementary and Middle School Social Studies (2nd ed) (2010), published by Sage Publishing.

    COMMON PERSPECTIVES
    There are three common views of what constitutes teaching: teaching as transmission,
    teaching as transaction, and teaching as transformation (Miller, 1996).
    Teaching as Transmission
    This view perceives teaching to be the act of transmitting knowledge from Point A
    (teacher’s head) to Point B (students’ heads). This is a teacher-centered approach in which the
    teacher is the dispenser of knowledge, the arbitrator of truth, and the final evaluator of learning. A
    teacher’s job from this perspective is to supply students with a designated body of knowledge in a
    predetermined order. Academic achievement is seen as students’ ability to demonstrate, replicate,
    or retransmit this designated body of knowledge back to the teacher or to some other measuring
    agency or entity. From this perspective standardized tests are considered to be an apt measure of
    students’ learning. While there are specific instances when this approach is useful, I find little
    research support for this as a general approach to teaching and learning.
    Teaching as Transaction
    This view perceives teaching as creating situations whereby students are able to interact
    with the material to be learned in order to construct knowledge. Constructivism is an educational
    philosophy consistent with this view. Here, knowledge is not passively received, rather, it is
    actively built up or constructed by students as they connect their past knowledge and experiences
    with new information (Santrock, 2004). And just as each student’s past knowledge and
    experiences are different, so too is the interpretation, understanding, and meaning of the new
    information that each ultimately constructs.
    Teachers are not expected to pour knowledge into the heads of learners; rather, they assist
    learners in their construction of knowledge by creating experiences where students’ old
    information can transact with new information to create meaningful knowledge (knowledge that is
    connected to something students already know). Academic achievement from a constructivist
    perspective is seen as students’ ability to use this knowledge to solve real-world problems or to
    create products or performances that are valued in one or more cultural settings.
    Teaching as Transformation
    This view perceives teaching as creating conditions that have the potential to transform
    the learner on many different levels (cognitive, emotional, social, intuitive, creative, spiritual, and
    other). Transformational teaching invites both students and teachers to discover their full
    potential as learners, as members of society, and as human beings. The ultimate transformational
    goal is to help develop more nurturing human beings who are better able to perceive the
    interconnectedness of all human, plant, and animal life (Narve, 2001). Holistic education is an
    educational philosophy consistent with the transformative view (Miller, 1996). Learning is said to
    have occurred when these experiences elicit a transformation of consciousness that leads to a

    © Andrew P. Johnson, Ph.D.


    Views of Teaching - 2

    greater understanding of and care for self, others, and the environment. Academic achievement
    from this perspective is similar to self-actualization. That is, it is perceived as discovering and
    developing each individual’s unique talents and capabilities to the fullest extent possible.
    Academic achievement also involves becoming aware of the multiple dimensions of self and
    expanding one’s consciousness.

    TRANSFORMING EDUCATION
    Learning can take place using all three views or approaches’ however, it is my observation
    that the most powerful and sustaining learning experiences are created when transactional and
    transformational approaches are used predominately.
    The transformational view of teaching incorporates the basic elements of constructivism
    and adds meaning, consciousness, and interconnectedness. Public schools operating from this
    perspective are places of inquiry where questions become just as important as answers. The
    primary role of teachers here is to enable students to discover and embrace their inner core and
    develop their interests and unique talents to the fullest extent possible; in other words, self-
    actualization. Curricula are a means to this end, not an end in and of itself. Academic
    achievement becomes closely linked with self-actualization and is highly individualized.
    Personalized goals as well as authentic assessment are used to describe learning. Schools and
    teachers are held accountable by assessing students’ and teachers’ movement toward personalized
    goals and by examining the extent to which students are engaged in meaningful learning
    experiences.

    RELATED MINI-LECTURES
    Holistic Learning Theory - 1: overview
    https://www.youtube.com/watch?v=Q96sv2YRj7I

    Holistic Learning Theory - 2: Holistic vs. Humanistic Views


    https://www.youtube.com/watch?v=5yIX8pfaUmQ

    Holistic Learning Theory - 3: Whole-to-Part Instruction


    https://www.youtube.com/watch?v=33Ja275f5g8

    Holistic Learning Theory - 4: The New Paradigm


    https://www.youtube.com/watch?v=Z18HgUoUQCE

    Holistic Learning Theory - 5: The Whole Person


    https://www.youtube.com/watch?v=IKP88Gaos80

    Holistic Learning Theory - 6: The Teacher


    https://www.youtube.com/watch?v=MDC4MXINMcI

    Learning to Teaching: A Reflective/Holistic Model


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

    Constructivism

    © Andrew P. Johnson, Ph.D.


    Views of Teaching - 3

    https://www.youtube.com/watch?v=ELPsKhd9lWs

    Humanistic Learning Theory


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

    REFERENCES
    Miller, J.P. (1996) The Holistic Curriculum. Toronto: OISE Press.
    Narve, R.G. (2001). Holistic education: Pedagogy of universal love. Brandon, VT: Foundation
    for Educational Renewal.
    Santrock, J. W. (2004). Educational Psychology. Second edition. Boston, MA: McGraw-Hill.

    © Andrew P. Johnson, Ph.D.

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