Lynch , Smith , Howarth
Culture of doing
Instead , the crucial issue about ' learning ' for teachers is what we would call the ' culture of doing ': putting into practice what is known to be effective --- ' what works ' --- for enhancing student learning outcomes . In practical terms , it means the implementation of the ' memes ' and embedding them in a systematic process of continuous improvement .
This insight acts as an effective buffer against the constant waves of short term --- and often damaging --- teaching fads that wash over schools and teachers . It is a defence especially against claims that this or that process or procedure are new ‘ pedagogies ' 4 . It enables teachers to use , for example , the research around ' long term memory ' ( Kirschner et al ) because it forms part of an explicit instruction approach which champions mastery learning . Again , teachers can easily adopt the ideas of alignment , engagement and capabilities as core teacher professional culture ' memes ' without having to read and interpret the voluminous human relations research that underpin them . These memes form part of the professional capital story that is embedded within the approach called CTLM which we later discuss .
In short , we describe the model and how it gets implemented and justify it on the basis of the known evidence and the importance of fidelity in the translation of the evidence in implementation . We can also ask the ethical question : " On what grounds are teachers , school leaders and policy-makers entitled to jeopardise the future of students by the use of idiosyncratic resistance ?"
Teaching and Learning
In Chapters Five and Six we introduce the Learning ( Management ) Design Process . This process has been designed to bring to bear what is currently known about effective teaching and learning for learning outcome effect , in all students . In effect this design process allows the teacher to capitalize on the increasing understandings we now have into teaching and learning . To provide foundation knowledge for your engagement with later chapters we now provide a series of key understandings , as they relate to learning and the business of teaching , and as theorized in earlier sections .
Understanding the Premise of Knowledge
To this point we have used the terms ‘ knowledge ’ and ‘ skills ’ to respectfully mean ‘ things that are known and understood ’ and ‘ things that one is able to do ’. From this point on we now locate these terms correctly as both being ‘ knowledge ’.
There are two types of knowledge however in our human world . The first is declarative knowledge and this comes to mean things that are known and understood . This includes things such as facts , concepts , propositions and theories . By contrast procedural knowledge is knowledge that enables one to do something . Riding a bike is one such example .
4 See for example Distributed Learning , Enhanced Mobile Technology , Collaborative Intelligent Filtering , 3D Visualization and Interaction in New Pedagogies for the Digital Age . http :// www . edudemic . com / 2012 / 05 / new-pedagogies-for-the-digital-age /
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