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ERIC Number: ED037374
Record Type: RIE
Publication Date: 1968-Jan
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Toward a Model of Teacher-Learner Interaction.
Snow, Richard E.
A model of informational interaction between teachers and learners has been developed and the first facet for its taxonomy derived. The model focuses on the internal cognitive events of teaching and learning in human beings generally, rather than on the specific roles of instructor and student. Teacher-learner communication is described in terms of mathemagenic behaviors (teaching and learning skills) which intervene between nominal stimuli (e.g., a printed page or a teacher's behavior) and the representation of these stimuli in the learner or teacher (effective stimuli). The model depicts a dual control system in which teacher and learner operate in tandem through a continuous process of feedback and regulation (the regulatory behaviors constituting teaching and learning styles or aptitudes). Levels of mathemagenic behavior appear to exist in hierarchical relation to each other within an individual with distinctions made between perceptual and higher level cognitive processing, etc. It appears possible to infer the levels of processing involved in a given interaction from analyses of such data as learner, observer, and teacher perceptions and teacher and learner skills. Experimental studies already performed suggest that mathemagenic behaviors characterized by probing, higher order questioning, and translation development can be identified in and acquired by teachers. Further research needs to investigate parallel learner behaviors. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Identifiers: N/A