Learning is a social phenomenon - observing, questioning, relating, engaging with others collaboratively and cooperatively to achieve results. Mr king outlines six principles of facilitating process oriented, skills based, guided inquiry learning.
Learning is a social phenomenon - observing, questioning, relating, engaging with others collaboratively and cooperatively to achieve results. Mr king outlines six principles of facilitating process oriented, skills based, guided inquiry learning.
Learning is a social phenomenon - observing, questioning, relating, engaging with others collaboratively and cooperatively to achieve results. Mr king outlines six principles of facilitating process oriented, skills based, guided inquiry learning.
Cognitive skills - active information processing and retrieval strategies - study skills : Memory techniques mnemonics, multi-sensory techniques, review Organising, transforming and summarizing information mind mapping, spider diagrams, graphic organisers Structural writing planners for different types of essays, scientific reports, academic papers, research reports - organizing, writing, editing, and revising Time management general task mapping and specific use for assignments, exam preparation, goal setting Note making in class notes and study notes Idea generation, metaphorical thinking Questioning Calibrating own learning preferences mental representation, environmental and experiential preferences Affective skills - enabling the student to gain some control over mood, motivation and what we tend to call attitude Demonstrating persistence and perseverance Practicing focus and concentration, overcoming distractions Learning to reduce anxiety Practicing delayed gratification Managing impulsiveness and anger Dealing with bullying Developing resilience Using self-motivation strategies Metacognitive skills monitoring and reflecting on the success of the use of particular learning strategies Identifying learning goals Choosing appropriate learning strategies (cognitive and affective) Implementing chosen strategies Gathering results in terms of both learning effectiveness and content achievement Evaluating effectiveness of applied strategies Continually upgrading the strategy library - reinforcing effective strategies and modifying or deleting ineffective ones
DEVELOPING THE SELF-REGULATED LEARNER
1) Teach them the appropriate learning skills 2) Expose them to resources 3) Where necessary, facilitate their journey, pose problems, set challenges, help them to ask the right questions and find the right answers POSBGIL Six principles of facilitating process oriented, skills based, guided inquiry learning: 1) focus on developing metacognitive awareness modeling, think-alouds, process focus 2) teach the cognitive skills important for knowledge development in your field using your content as subject matter 3) treat learning as a social phenomena observing, questioning, relating, engaging with others collaboratively and cooperatively to achieve results 4) pay attention to the emotional aspects of learning teach affective skills fostering resilience, perseverance, effort, intrinsic motivation, positive attribution patterns 5) Develop reflection on process and content 6) Move gradually from teacher regulation to student regulation of learning help them to gradually acquire the competencies to regulate all asopects of their own learning: - setting learning goals - choosing and executing learning strategies - diagnosing and monitoring the learning process - self assessing - evaluating learning results Process Oriented Teaching Promotes transfer of essential skills by requiring students to practice the same learning skills in multiple contexts with a range of tasks with different teachers by provoking mindful reflection Facilitates independent learning, supporting students to become proficient learners in the field concerned and preparing them for lifelong learning Process-oriented design principles for promoting self-regulated learning in primary teacher education - Vrieling, Bastiaens & Stijnen, International Journal of Educational Research, 49, 2010 Toward self-directed learning in secondary schools: what do teachers do? Bolhuis & Voeten, Teaching and Teacher Education, 17 (2001) Congruence and friction between learning and teaching Vermunt & Verloop, Learning and Instruction 9 (1999)