by alan pritchard
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Chapter 9 Engaging with Ideas and Understanding: An Essential for Effective Learning in The Electronic Age. By Alan Pritchard. Engagement. Social Constructivism. Situated Learning. Metacognition. Deliver the expected outcomes. Overview. Effective learning. Create the conditions. - PowerPoint PPT PresentationTRANSCRIPT
Chapter 9
Engaging with Ideas and Understanding:An Essential for Effective Learning in The Electronic Age
By Alan Pritchard
Overview
Effective learningConsider the
Learner
Deliver the expected outcomes
Metacognition
Engagement
Situated Learning
Social Constructivism
Create the conditions
Page 3
Consider the Learner 3 types of learning approach
– Deep learning
– Surface learning
– Learning with the intent of achievement
Types of learner according to Learning styles & multiple intelligences
1. Verbal – Linguistic
2. Logical – Mathematical
3. Visual – Spatial
4. Bodily – Kinesthetic
5. Musical
6. Naturalistic
7. Intrapersonal
8. Interpersonal
9. Other intelligence (Existential and moral)
Page 4
Create the Conditions1. learners are engaged in authentic and
multidisciplinary tasks
2. assessments are based on students’ performance of real tasks
3. learners participate in interactive modes of instruction
4. learners work collaboratively
5. learners are grouped heterogeneously
6. the teacher is a facilitator in learning
7. exploration is encouraged
Means and Olsen, 1995
Page 5
Create the Conditions
1.Learners are engaged in authentic and multidisciplinary ____ tasks
Page 6
Create the Conditions
2. Assessments are based on students’ performance of real tasks
Page 7
Create the Conditions
3. Learners participate in interactive modes of instruction
Page 8
Create the Conditions
4. Learners work collaboratively
5. Learners are grouped heterogeneously
Page 9
Create the Conditions
6. The teacher is a facilitator in learning
Page 10
Create the Conditions
7. Exploration is encouraged
Locus of control - put a certain amount of control in the hands of the learner
Page 11
Quiz Time: List the conditions for effective learning to
take place
1. learners are engaged in authentic and multidisciplinary tasks
2. assessments are based on students’ performance of real tasks
3. learners participate in interactive modes of instruction
4. learners work collaboratively
5. learners are grouped heterogeneously
6. the teacher is a facilitator in learning
7. exploration is encouraged
Answer:
Effective learningConsider the
Learner
Metacognition
Engagement
Situated Learning
Social Constructivism
Create the conditions
Page 13
EngagementExtrinsic Motivation
– Keenness to find out more
– Keenness to keep pace
– Prospect of a reward
– Hope to please the teacher
Intrinsic Motivation– Natural interest in the topic
– Actively involved
– ‘out of school’ learning
– Enjoyment & pride
Concept of FlowBy Mihayli Csíkszentmihályi (1996)
In a state of flow, the individual is wholly taken up by whatever work or activity which is being undertaken
“The holistic experience that people feel when they act with total involvement” (Csíkszentmihályi, 1975) suggests that flow is an advanced and deep state of engagement.
Page 14
Engagement How do we make use of technology to create “flow”?
– Computer games
– Computer based activities
– Increase use of electronic sources of information ( the Internet)
King (2003) sets out a list of factors that will enable flow when making use of websites:
1. Speed
2. Feedback
3. Clear navigation
4. Match challenges to skills
5. Simplicity6. Design for fun and utility7. Avoid cutting-edge technology8. Minimise animation
Page 15
Engagement Some guidelines for School Based Investigation
(using the Internet)
1. Keep extract from the Internet short
2. Make a comment about any extract to be included
3. Say where the information came from
Page 16
Engagement
1. Engagement (activating schema / building interest)
2. Exploration (short tasks to obtain information)
3. Transformation (re-configured the information which the learner was engaged in and has explored)
4. Presentation (in various forms / audience)
5. Reflection (process / learning)
Reid et al (1989) proposed a model for learning which places “engagement” at the start:
Page 17
Social Constructivism Social constructivism gives a high priority to language in the process of
intellectual development and emphasises interaction between learner and others
– Dialogue with a more knowledgeable other (MKO)
– Develop a “shared understanding” through building and exchange of ideas
– Employ scaffolding to help learners cross the zone of proximal development
Process of giving support to learners at the
appropriate time and level of sophistication to meet
the needs of the individual
Theoretical space of understanding which is just
above the level of understanding of a given
individual
Someone who has a better understanding or a higher
ability level than the learner, with respect to a particular task, process, or concept
Page 18
Social Constructivism
http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html
Page 19
Situated LearningEnsure that learning takes place in a context
Factor in the social and cultural settings
The more familiar the context is, the more successful is the learning
Authentic learning tasks – related to own experience
Lead to deeper level of engagement
Overview
Effective learningConsider the
Learner
Deliver the expected outcomes
Create the conditions
Metacognition
Engagement
Situated Learning
Social Constructivism
Page 21
Deliver the Expected Outcomes Knowledge
Concepts Skills (To be stated explicitly in the objectives
to be met)
Ability to apply them in new situations
Page 22
Extending Interaction with Text (EXIT)Stages in the Process Comments
1. Activation of previous knowledge
New knowledge and understanding is built upon existing knowledge and understanding
2. Establishing a purpose Focus clearly upon what is required
3. Locating information This is more straightforward if purpose is clear
4. Adopting an appropriate strategy
Metacognitive consideration
5. Interacting with the text Engagement – can take many different forms of activity
6. Monitoring understanding Metacognitive consideration
7. Making a record
All ways of engaging with and becoming even more familiar with the content
8. Evaluating information
9. Assisting memory
10. Communicating information Wrays and Lewis, 1997
Overview
Consider the Learner
Deliver the expected outcomes
Create the conditions
Metacognition
Engagement
Situated Learning
Social Constructivism
Effective learning
Page 24
Effective Learning
“Learning is seen, time and again, through the medium
of a recommended and successful approach as a
constructive, collaborative, well situated
and often authentic activity which is beneficial to
approach in open and metacognitive ways.”
~ Alan Pritchard ~