modeling strategies for expert learning (2) dr. mok, y.f

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Modeling Strategies for Expert Learning (2) Dr. Mok, Y.F.

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Modeling Strategies for Expert Learning (2)

Dr. Mok, Y.F.

Many university students do not study

• Part of the reasons are due to their wrong attributional beliefs.

• And part are due to their lack of effective learning skills & strategies.

effectively.

Defeating Beliefs in Learning

Schoenfeld (1985) found that students hold defeating beliefs in learning. Students felt that:

• “formal math has little or nothing to do with real thinking or problem solving”

• “math problems are always solved in less than 10 mins., if they are solved at all”

• “only geniuses are capable of discovering or creating math”

Sample Case (Chalmers & Fuller, 1996)

Refer to the case of last time. Have you guessed the difficulties & results of the Applied Science teacher’s teaching of learning strategies to his students?

Applied ScienceProblems of students understanding, engagement with the subject knowledge integration confront conflicting ideas challenge critically

Difficulties encountered in teaching learning skills

• Students showed great inertia• Younger students resisted putting in extra effort to learn

learning skills• Not enough time• Therefore, changed to focus on reviewing & practicing a

few taught strategies• Not enough time for subject teaching• Thought students had learned in school Would it be a

waste of time?

Success Attained

Students• Become better prepared to study

• Have better understanding of subject matter & use of learning strategies

• Know how to address relationship between technology & society

• Are convinced that learning strategies are more effective in learning

Teacher

• Become more aware of students’ knowledge & use of strategies, & their needs related

• Realized students gain little from reading

• That more guidance & practice is needed to help them identify main ideas & make notes

• Gained greater confidence & ownership of course

Reflections on teaching learning strategies

• To review course content before teaching it

• To consider learning strategies as well as subject matter

• To reconsider personal teaching conception & teaching priorities

Difficulties in Teaching Strategies

• Much, much time needed

• Student expectations go counter to teachers’

• Students’ reluctance

• Too many strategies to teach

To recap the cases in teaching learning strategies:

Successes / Changes

Students:

• Awareness of effective strategies

• Skills improved

• Better prepared to study, understand, relate, focus on main points

Successes / Changes

Teachers

• More aware of students’

knowledge, strategies, needs

• Reconsider subject matter & sequence

• More conscious of strategies involved in content

• Reconsider teaching conception

[It] is difficult for teachers to resist students’ expectations that they should present factual content and information for students to learn and reproduce. However, … if teachers integrate the learning strategies with the subject matter and help students work with information to develop understanding, it becomes easier to resist these expectations.

(Chalmers & Fuller, 1996, p. 130)

My own attitude to the process has changed. Initially I was hesitant, … knowing that most of my students had covered them at school. However, my discovery of the real need, together with informal conversations with students about the strategies which they have been taught to use at school, changed this.

(Chalmers & Fuller, 1996, p. 131)

Subject Domain:Knowledge

Students:skills

strategies

Teachers:skills

strategies

Subject Domain:Epistemology*

* how knowledge is constructed -- in the subject domain

To remind you, the teaching of learning strategies is based on :

Teaching

isolated

learning strategies

Teaching

learning strategies

embedded

in subject content

Follow those with a bow to design the teaching of learning strategies, they are recommended by research studies.

learning task

old strategies new strategies

compare

choose themore effective

thenmonitor

“how well”it is done

Knowing Using

Get students to see the value & utilityto performance

Teacherexplains

Teacherexplains

unsupervised practice

a great deal ofpractice

ObservationalModeling

ReciprocalModeling

teacher modelsteacher & student

take turns

model & critiqueone way teach/observe

Cognitive Apprenticeship

A very effective way is through cognitive apprenticeheship. It consists of three stages:

Modeling

Coaching

Scaffolding

1.

2.,3.

4.,5.

6.,7.

8.

9.

10.,11.

12.

13.

conception

practice

coaching

student articulating

peer modeling

modeling

scaffolding

reflecting

application

You may workout the exampleon the attached

word fileto know more

aboutcognitive

apprenticeship.

Avoid These Traps

• Too many strategies.

• Much more teaching.

• Student expectations.

• Students knew the strategies.

• Inflexibility to changes.

• Omit steps to save time.