4 Aspects of a teacher!

        4 terms need to be defined and understood by every teacher and these are (a) Instruction (b) Training (c) Teaching and (d) Education (Montes, 2013, 0.58).

(Montes, 2013, 1.17) defined instruction as an intentional facilitation of learning towards goals. The terms that stand out for me are (a) intentional, (b) facilitation and (c) learning goals. There is facilitation as against teaching; there are clear goals one proceeds towards and the whole process has a clear intention behind it. Facilitation ensures that

Training is focused on specific skills to be applied immediately (Montes, 2013, 2.08). Such as time management or communication. This can be a part of a larger objective such as instruction.

Teaching is different from the above as it involves human beings or trained teachers (Montes, 2013, 2.51). This makes teaching separate and yet connected with instruction as there is definitely some facilitation going on, only it is by a teacher. Teaching also overlaps with training as some parts of training may also include teaching.

Education is the overarching set that spans all formal forms and life based experiences (Montes, 2013, 3.55). In that, instruction, training and teaching all are a part of education.

An instruction design model can be used by teachers to create a learning environment that supports learning for all children. The teacher can use training for specific skills such as, modeling how to divide multi digit numbers by a one digit number, or create a learning environment for the larger educational objectives of skills for life such as collaborative learning. In that sense a teacher integrates all the 3 forms within the classroom with her kids.

For example, in order to teach probability, I can divide the class into groups of 5, give learning material and self evaluation material to each group. My focus is to harness to power of collaborative learning in the groups. I distribute the material and step back for few minutes. Then I move from group to group making adjustments as I go. Asking inquiry based questions to some and helping with collaboration with others or learning to read properly for some. This way I change my role between a trainer, educator and a teacher. Using the instructional design model as a base, I am focused on the needs of the learners from the specifics of probability to the generics of learning to work with others.



References:

1. Montes, B. (2013). Instructional design-unit 1: An introduction. https://youtu.be/DC1SeMVuICM