Basic difference between Education and Teaching

Basic difference between Education and Teaching

Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.

Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".^[1]


Education is concerned with the development of a whole person. It involves students acquiring knowledge, skills, attitudes and values that will be part of their life. It also involves caring for the development of individual intellect, emotional, social and physical growth.
Definitions of education

There are many definitions of education as there has been Educational Thinkers. Most popular among those are the following:

John Dewey viewed education as 're-orientation, re-organisation and re-construction of experience'. By experience he meant knowledge, skills and values, attitudes and actions.

1.                  Education is the process of the transmission of cultural heritage to the next generations.

2.                  Education is the process of social adjustment of the individual.

3.                  Education is the process of self-realization of the individual.

4.                  Education is the process of bringing into action the potential good in man.

5.                  According to Islamic Point of view: Education is the process of preparing individuals as vicegerent to Allah (SWT) in society on the earth.

6.        Education is the process of learning and gaining knowledge.

       7.Education is holistic. It includes development of the intellectual, physical & moral domains. Education should be useful in life.
Education: The act or process of imparting or acquiring particular knowledge or skills, as for a profession.




Education refers to the process of learning and acquiring information. Education can be divided into two main types: formal learning through an institution such as a school and self-taught learning or what is often termed life experience. Generally, education is important for learning basic life skills, as well as learning advanced skills that can make a person more attractive in the job market.
When an individual thinks of becoming educated, most commonly he thinks first about formal schooling. Formal schooling exists in a classroom setting where a teacher provides curriculum according to an accepted plan of what must be learned. In the United States, a standardized testing system helps set the rules for what curriculum and lessons a teacher should be teaching. Programs such as No Child Left Behind, which was instituted by George W. Bush during his presidency, create a way to measure how much each child is learning across different school systems to ensure that all children receive a minimum level of knowledge and book learning.

Formal classroom learning generally starts when a child is relatively young — age five in the United States — and continues until the child has reached adulthood. The purpose of most classroom learning is not to prepare a child for a specific job, but instead to prepare a child to develop critical reasoning and thinking skills that he will use in further academic and career pursuits. Courses such as math, science, English, composition, writing, history and geography are all common. In the earlier grades, more basic skills such as reading, writing and arithmetic are taught, making these early educational classes vital for survival in the world.




Confusion sometimes arises about the distinction between education and teaching because the term education is commonly used by English speakers to name a number of things.


(1) The term education is used to name the process in which someone (a student) undertakes to learn something worthwhile under the guidance of someone (a teacher) within some physical, social and cultural setting and context. For example, "Henry attended Harvard for his university education."


(2) The term education is also sometimes used to name teaching. For example, "Mr. Holmes gave me a great education in mathematics," meaning that Mr. Holmes did some great teaching.


(3) The term education is sometimes used to name the outcome of successful teaching and studying under guidance, viz. learning. For example, "I have a good education in correct grammar and spelling," meaning that I have learned my grammar and spelling well.


(4) The term education is sometimes used to name the fund of knowledge about the educational process. For example, "The School of Education at Stanford University is a highly regarded institution for its Ph.D. program in Education," meaning one might choose the institution to develop one's understanding about the educational process.

Education is where information is suggested by a "teacher" and students use this information to then expand their knowledge by further "research". Student led approach.

Primary education

Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education.

Secondary education

In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums

What is 21st Century Education?

Like Alice, many educators, policy makers and even the general public respond resoundingly with "That's impossible!" when challenged to adopt a new paradigm of education for the 21st century.  Most people today adhere to a paradigm of education that is strictly 19th century.  But, like the Queen, a growing number of educators are believing in and accomplishing "the impossible". 

Scott McLeod, in his blog, Dangerously Irrelevant,  recently reminded us of a line from Mission Impossible, and we must apply that challenge to all of society.  "Your assignment, should you choose to accept it" is to take education truly into the 21st century.  It is not enough to say that we are already living there.  Technically it is the 21st century, but our schools are not there, and our challenge now is to reinvent schools for the 21st century - for the sake of our children, our students and the welfare of our world.  Making such a paradigm shift is not easy.  After all, when any of us thinks of education, we usually think of what we knew as school - the way it has always been.  That is how parents, policy makers, politicians and many students think of school.  But we have to make the paradigm shift to 21st century education.

So what is 21st century education?  It is bold.  It breaks the mold.  It is flexible, creative, challenging, and complex.  It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities.  Fortunately, there is a growing body of research supporting an increasing number of 21st century schools.  We have living proof, inspiring examples to follow, in schools across the United States.  These schools vary, but are united in the fundamentals of 21st century education - see Critical Attributes of 21st Century Education and Multiple Literacies for the 21st Century.  Scott McLeod has issued the challenge of creating a plan to get us from "here" to "there".

21^st Century Skills     21^st Century Schools, LLC recognizes the critical need for developing 21^st century skills.  However, we believe that authentic education addresses the “whole child”, the “whole person”, and does not limit our professional development and curriculum design to workplace readiness.

21^st century skills learned through our curriculum, which is interdisciplinary, integrated, project-based, and more, include and are learned within a project-based curriculum by utilizing the seven survival skills advocated by Tony Wagner in his book, The Global Achievement Gap:

·         Critical Thinking and Problem Solving

·         Collaboration across Networks and Leading by Influence

·         Agility and Adaptability

·         Initiative and Entrepreneurialism

·         Effective Oral and Written Communication

·         Accessing and Analyzing Information  

20th Century Classroom vs. the 21st Century Classroom

USA 1960’s typical classroom – teacher-centered, fragmented curriculum, students working in isolation, memorizing facts.	A classroom at the School of Environmental Studies, aka the Zoo School, in Minneapolis.  A perfect example of real-life, relevant, project-based 21st century education.
Time-based	Outcome-based
Focus:  memorization of discrete facts	Focus:  what students Know, Can Do and Are Like after all the details are forgotten.
Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.	Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)
Textbook-driven	Research-driven
Passive learning	Active Learning
Learners work in isolation – classroom within 4 walls	Learners work collaboratively with classmates and others around the world – the Global Classroom
Teacher-centered:  teacher is center of attention and provider of information	Student-centered:  teacher is facilitator/coach
Little to no student freedom	Great deal of student freedom
“Discipline problems" – educators do not trust students and vice versa.  No student motivation.	No “discipline problems” – students and teachers have mutually respectful relationship as co-learners; students are highly motivated.
Fragmented curriculum	Integrated and Interdisciplinary curriculum
Grades averaged	Grades based on what was learned
Low expectations	High expectations – “If it isn’t good it isn’t done.”  We expect, and ensure, that all students succeed in learning at high levels.  Some may go higher – we get out of their way to let them do that.
Teacher is judge.  No one else sees student work.	Self, Peer and Other assessments.  Public audience, authentic assessments.
Curriculum/School is irrelevant and meaningless to the students.	Curriculum is connected to students’ interests, experiences, talents and the real world.
Print is the primary vehicle of learning and assessment.	Performances, projects and multiple forms of media are used for learning and assessment
Diversity in students is ignored.	Curriculum and instruction address student diversity
Literacy is the 3 R’s – reading, writing and math	Multiple literacies of the 21st century – aligned to living and working in a globalized new millennium.
Factory model, based upon the needs of employers for the Industrial Age of the 19th century.  Scientific management.	Global model, based upon the needs of a globalized, high-tech society.

Teaching:

  

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The act, process, or art of imparting knowledge and skill: education, instruction, pedagogics, pedagogy,

The act, practice, occupation, or profession of a teacher

Teaching is where information is given to students by a teacher. They are told information. Teacher led approach.

The term teaching is commonly used to name the set of activities which someone intentionally undertakes to guide someone to learn something. Effective teaching, in conjunction with effective studying, leads to learning something intentionally and under guidance. An example of teaching is a father showing his son how to remove a fish hook from the mouth of a fish with minimal injury to the fish.

Teaching is a singular content specific method to inculcate the domains of education

Teaching is the process of giving that knowledge.

Teaching: The act or profession of a person who teaches.

On the "Teacher"

Ye great teachers: listen to what you say!

Goethe

Students ratings collected a year apart from the same students correlated significantly, though the later ratings tended to rate the teacher as less effective than those collected at the end of the course.

John Centra

Only some 12% of a national sample of almost 400,000 teachers received less then average ratings from students.

John Centra

The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.

Steven Brookfield

Characteristics of good teaching

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One set of characteristics of good teaching, extracted from research studies and summarized from the individual lecturer's point of view (Ramsden, 2003) includes:

• A desire to share your love of the subject with students
• An ability to make the material being taught stimulating and interesting
• A facility for engaging with students at their level of understanding
• A capacity to explain the material plainly
• A commitment to making it absolutely clear what has to be understood at what level and why
• Showing concern and respect for students
• A commitment to encouraging independence
• An ability to improvise and adapt to new demands
• Using teaching methods and academic tasks that require students to learn actively, responsibly and co-operatively
• Using valid assessment methods
• A focus on key concepts, and students misunderstandings of them, rather than covering the ground
• Giving the highest quality feedback on student work
• A desire to learn from students and other sources about the effects of teaching and how it can be improved.

Teaching skills and practices
The most frequent comment made by students was that highly rated lecturers explained in a way which was clear and helped students to understand. They made difficult work comprehensible without oversimplifying, and used simple language. If technical language was used, it was clearly defined. In lectures, visual media, such as overheads, slides, handouts and blackboard diagrams were used to assist in explanation or clarification where appropriate. Abstract concepts were illustrated with examples, and the distinction between concept and example was made clear.
Highly rated lecturers were well prepared, structured their lecture content effectively, and communicated the structure to students. They clearly defined the subject objectives and emphasised important points. They spoke clearly and at an appropriate speed and allowed adequate time for students to both take notes and listen, indicating when note-taking was and was not required. They often provided handouts to assist students to take notes without furious copying. They used questions and activities to engage students' thinking and interest.
They were highly knowledgeable and up to date in their subject area, but did not pretend to "know it all" and were willing to learn from their students, recognising that work experience makes many part-time and senior students a valuable resource.
Students commented that the lecturers tried to make the work interesting. They related new concepts to students' experiences by means of case studies, relevant examples or anecdotes, and placed a high priority on varying student activities during lecture sessions.
Student participation was encouraged, in lectures as well as tutorial or laboratory sessions. These lecturers knew that most students gained a better understanding from active involvement than from passive note-taking. They therefore made a conscious effort to release time from "lecturing" for student analysis, problem solving, questioning, discussion or "buzz group" activities relevant to the topic for the lecture. During lectures, they made frequent opportunities for questions from, or discussion by, students, and attempted to answer all questions promptly and clearly. They treated all student questions seriously and did not intimidate or ridicule. They also asked direct questions of students in order to check understanding before or during a lecture.
Giving time for students to actively engage with the subject matter means reducing time available to cover new content. The lecturers' most frequent strategies for gaining time without compromising course objectives were:

• Providing students with printed subject notes and/or summary handouts, thus reducing note writing, and encouraging students to highlight key points, add comments and note insights generated during class interactions.
• Thoroughly explaining key concepts and examples in short lecture segments, and encouraging students to access texts and references for further details and multiple examples.
• Reducing the content covered in lectures to central areas, and encouraging wider reading and/or the integration of work experience through carefully designed assignments and tutorials.

Action Steps:

• Identify strategic points in the teacher education programs to screen students for appropriate dispositions:
• Devise strategies for self-screening early in the teacher education through realistic preview of the profession.
• Perform initial screening at entry point into the teacher education program.
• Perform final screening prior to assignment in student teaching.
• Validate core characteristics and screening process for refinement/ revision as needed as a part of an ongoing evaluation.

Teaching methods can best be defined as the types of principles and methods used for instruction. There are many types of teaching methods, depending on what information or skill the teacher is trying to convey. Class participation, demonstration, recitation, and memorization are some of the teaching methods being used. When a teacher is deciding on their method, they need to be flexible and willing to adjust their style according to their students. Student success in the classroom is largely based on effective teaching methods.

Teaching methods in common use, such as the lecture method, the guided discussion method, and the demonstration-performance method are covered in this chapter. A discussion on cooperative or group learning also is included since this type of learning may be useful in conjunction with either the lecture or guided discussion methods. A teaching method is seldom used by itself. In a typical lesson, an effective instructor normally uses more than one method. For example, a demonstration is usually accompanied by a thorough explanation, which is essentially a lecture.

Lecture Method

The lecture method is the most widely used form of presentation. Every instructor should know how to develop and present a lecture. They also should understand the advantages and limitations of this method. Lectures are used for introduction of new subjects, summarizing ideas, showing relationships between theory and practice, and reemphasizing main points. The lecture method is adaptable to many different settings, including either small or large groups. Lectures also may be used to introduce a unit of instruction or a complete training program. Finally, lectures may be combined with other teaching methods to give added meaning and direction.

Cooperative or Group Learning Method

Cooperative or group learning is an instructional strategy which organizes students into small groups so that they can work together to maximize their own and each other's learning. Numerous research studies in diverse school settings, and across a wide range of subject areas, indicate promising possibilities for academic achievement with this strategy. For example, advocates have noted that students completing cooperative learning group tasks tend to have higher test scores, higher self-esteem, improved social skills, and greater comprehension of the subjects they are studying. Numerous other benefits for students have been attributed to these programs. Perhaps the most significant characteristic of group learning is that it continually requires active participation of the student in the learning process.

Guided Discussion Method

In the guided discussion method, as is true with any group learning effort, the instructor typically relies on the students to provide ideas, experiences, opinions, and information. An instructor may use this method during classroom periods, and preflight and postflight briefings, after the students have gained some knowledge and experience. Fundamentally, the guided discussion method is almost the opposite of the lecture method. The instructor's goal is to draw out what the students know, rather than to spend the class period telling them. The instructor should remember that the more intense the discussion and the greater the participation, the more effective the learning. All members of the group should follow the discussion. The instructor should treat everyone impartially, encourage questions, exercise patience and tact, and comment on all responses. Sarcasm or ridicule should never be used, since it inhibits the spontaneity of the participants. In a guided discussion, the instructor ants as a facilitated to encourage discussion between students.

Demonstration-Performance Method

This method of teaching is based on the simple, yet sound principle that we learn by doing. Students learn physical or mental skills by actually performing those skills under supervision. An individual learns to write by writing, to weld by welding, and to fly an aircraft by actually performing flight maneuvers. Students also learn mental skills, such as speed reading, by this method. Skills requiring the use of tools, machines, and equipment are particularly well suited to this instructional method.

Every instructor should recognize the importance of student performance in the learning process. Early in a lesson that is to include demonstration and performance, the instructor should identify the most important learning outcomes. Next, explain and demonstrate the steps involved in performing the skill being taught. Then, allow students time to practice each step, so they can increase their ability to perform the skill.

Computer-Based Training Method

Many new and innovative training technologies are available today. One of the most significant is computer- based training (CBT)- the use of the personal computer as a training device. CBT is sometimes called computer-based instruction (CBI). The terms CBT and CBI are synonymous and may be used interchangeably.
The personal computer or PC has revolutionized the way businesses function and promises the same for education and training. The new generation is as comfort- able with the PC as they are with the telephone. As a result, educators today are using personal computers as part of educational programs of all types.

This actually gives the instructor more time for one-on-one teaching. Remember, the computer has no way of knowing when a student is having difficulty, and it will always be the responsibility of the instructor to provide monitoring and oversight of student progress and to intervene when necessary.

A successful instructor needs to be familiar with as many teaching methods as possible. Although lecture and demonstration-performance may be the methods used most often, being aware of other methods and teaching tools such as guided discussion, cooperative learning, and computer-based instruction will better prepare an instructor for a wide variety of teaching situations.