modeling strategies for expert learning (2) dr. mok, y.f
Post on 21-Dec-2015
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TRANSCRIPT
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
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.