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Toward a Model of Teacher-Learner Interaction [microform] / Richard E. Snow
Bib ID 5207119
Format BookBook, MicroformMicroform, OnlineOnline
Author
Snow, Richard E
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968 
16 p. 
Summary

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)

Notes

Contract Number: OEC-6-10-078.

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Learning.  |  Stimulus Generalization.  |  Student Behavior.  |  Teacher Behavior.  |  Teaching Skills.  |  Classroom Communication.  |  Cognitive Processes.  |  Learning Theories.  |  Models.  |  Student Teacher Relationship.
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
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