learning to teach through collaborative and interactive activities presented by doris shih 施佑芝...
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Learning to Teach throughCollaborative and Interactive
Activities
Presented by
Doris Shih 施佑芝Fu-Jen Catholic University
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Outline Rationale Design of Course Activities Website and Sample Projects Future
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Rationale
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Collaborative Learning
“The enthusiasm for collaborative learning has become so widespread that most researchers and educators believe that students learn better when they work in groups as compared to when they work autonomously” (Coleman, 1995, p. 137)
“collaborative learning promotes higher achievement as well as personal and social development.” (Li, 2002)
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Visualization
Visual organizers help learners to recognize & take control of the intellectual processes which bring meaning to the study of academic content (Clarke, 1991; Jonassen, 2000)
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Situated Learning
Teaching students through hands-on experience will help conceptualization and thus learning (Brown, Collins, & Duguid, 1989)
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Reflective Learning
Online environments furnish space, time, and opportunities for reflective thinking (Bakardjieva & Harasim, 1997; Owston, 1997)
Students became open in discussions and reflected their thoughts in depth (Montgomerie & Harapnuik, 1997)
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Design of Course Activities
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Stephen Krashen’s 5 Hypotheses
• Learning/Acquisition Distinction• Monitor Hypothesis• Natural Hypothesis• Input Hypothesis• Affective Filter Hypothesis
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Mini-Lessons
FJU Student-designed lessons for 50 minutes
Sample lesson• “Asking for Directions”
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Media Workstations(1/3)
Definition of workstations• An idea from personal
workstation (Merrill et al., 1996)
• Workstations as learning centers
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Media Workstations (2/3)
Sample stations in the Writing to Read center in Kettering City Schools, Ohio (Merrill et al., 1996)
Allow collaboration; using the Internet as tools
Information literacy is necessary in teacher education programs (Asselin & Lee, 2002)
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Media Workstations (3/3)
FJU Student-designed media workstations “Learning English through Stories” “Delicious Food” Collaboration with prof. Kate Liu: re-design
of the workstations • Learning English through Telling Love Stories• Delicious Food
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Online Discussions
Discussion Board Reflected on issues related to the different
teaching methods Reflected on the use of technology in
teaching Responded to the design of media
workstations
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Future Student-teachers were learning by doing Continue in developing media workstations
and online workstations Use discussion boards to aid collaborative
learning (discussion thread record the learning process) (Eastman & Swift, 2002)
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References Asselin, M. & Lee, E. (2002). I wish someone had taught me: Information literacy instru
ction in a teacher education program. Teacher Librarian, 30(2), 10-17. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of lear
ning. Educational Research, 18(1), 32-42. Clarke, J. H. (1991). Using visual organizers to focus on thinking.Journal of Reading, 34
(7), 526-534. Coleman, E. (1995). Learning by explaining: Fostering collaborative progressive discour
se in science. In R. Beun, M. Baker, & M. Reiner (Eds.), Dialogue and instruction: Modeling interaction in intelligent tutoring system, NATO ASI series (pp. 136-147). Belin: Springer-Verlag.
Eastman, J. K., & Swift, C. O. (2002). Enhancing collaborative learning: Discussion boards and chat rooms as project communication tools. Business Communication Quarterly, 65(3), 29-41.
Li, Q. (2002). Exploration of collaborative learning and communication in an educational environment using computer-mediated communication. Journal of Research on Technology in Education, 34 (4), 503-516.