Biggs, j. Teaching for Quality Learning at University. 1999 The Society for Research into Higher Education.Levels of Thinking about Teaching
In this chapter Biggs explains three levels of teaching ‘theories’ that a teacher tends to go through in their careers.
Level 2:
John Biggs explains in this section that the teacher often looks at obtaining themselves with as much teaching skills as possible. This is to say that this level is very much teacher centered and looks at what they are doing as a teacher, not what the students are learning. While traditional approaches to staff and teacher development often provide advice such as clarity, eye contact and projection, Biggs warns these are useful when dealing with the management of teaching and do not facilitate learning.
An important thing to remember about this teacher-centered focus system or level is that in most cases it is the governing tool of university administration. (Biggs) “it provides a rationale for making personnel decisions.” Biggs. Because the teacher at this level is trying to teach concepts and their understanding, it forces the teacher in a role of preparing lessons in his/her mind from setting a book on the table to how they will ask questions and to whom. The “blame” of the learning in the course setting is now on the teacher. In my experience in teaching and observing others teach in a private college setting, I’ve witnessed the affirmation of this “level” many times. I think its possibly more common in the private study-abroad college environment especially when the teacher has continued in education for over a year. Most educators arrive at this stage because of formal pressure from i to demonstrate their teaching ability or from the experience of self reflection and understanding that their could be other ways of creating a learning environment. Whatever the cause, the teacher is usually forced into a mechanic style, careful monitoring their own movements, and of the students, trying at the same time to project the concepts in an understandable manner for the students.
This “anticipation” method of teaching can cause problems with learning even if it creates good student response. I almost view this system as a type of entertainment for students. The teacher is trying hard to create an environment of learning through the actions of the teacher and not the reflections and delivery of both parties, the student and teacher.
Right now, I’m not too sure how all this can be analyzed to a point of relation with my project but I feel its providing some more formal support.