gary d borich effective teaching methods,6th edition：加里d鮑里奇有效教學(xué)方法第六版

GaryD.Borich

EffectiveTeachingMethods

6thEdition

Chapter10Self-DirectedLearningChapterOverviewSelf-directedlearningMetacognitionSkillsforagooddemonstrationTeachermediationZoneofmaximumresponseopportunityFunctionalerrorsReciprocalteachingSocialdialogueversusclassdiscussionTheroleofinnerspeechSampledialoguesofself-directedlearningOthercognitivestrategiesMnemonicsProblem-basedstrategiesAfive-stagesystemforteachingproblemsolving:IDEALProject-basedstrategiesCharacteristicsofgoodprojectsPromotingthegoalsofself-directedlearningintheculturallydiverseclassroomSelf-DirectedLearningSelf-directedlearningisanapproachtoteachingandlearningthatactivelyengagesstudentsinthelearningprocessforthepurposeofacquiringoutcomesathigherlevelsofcognitivecomplexity.Self-directedLearningSequenceSelf-directedlearninginvolvesthefollowingsequenceofactivities:Provideinformationaboutwhenandhowtousementalstrategiesforlearning.Illustratehowthestrategiesaretobeusedinthecontextofrealproblems.Providestudentstheopportunitytorestructurecontentintermsoftheirownthinkingandpriorunderstandings.Graduallyshifttheresponsibilityforlearningtostudentsthroughactivitiesthatengagetheminincreasinglycomplexpatternsofthought.MetacognitionMetacognitionisastrategyforself-directedlearningthatassistslearnersininternalizing,understanding,andrecallingthecontenttobelearned.Metacognitivestrategiesincludeself-interrogation,self-checking,self-monitoring,andtechniquesforclassifyingandrecallingcontentknownasmnemonics.MentalModelingMetacognitivestrategiesaremosteasilyconveyedthroughmentalmodelinginwhichlearnersare“walkedthrough”theprocessofattainingacorrectsolution.Mentalmodelingincludes:Illustratingforstudentsthereasoninginvolved.MakingthemconsciousofitFocusinglearnersontheapplicationofthereasoningappliedSkillsforaGoodDemonstrationFocusthelearner’sattentionStressthevalueofthedemonstrationTalkinconversationallanguagewhiledemonstratingMakethestepssimpleandobviousHelplearnersrememberthedemonstrationTeacherMediationTeachermediationistheteacher’son-the-spotadjustmentofcontentflowrateandcomplexitytoaccommodatetheindividuallearningneedsofthestudent.Theroleofteachermediationistoadjusttheinstructionaldialogueasneededtohelplearnersrestructurewhattheyarelearningaccordingtoeachlearner’suniqueabilities,learninghistory,andpersonalexperiences.ZoneofMaximumResponseOpportunityAzoneofmaximumresponseopportunityrepresentsthelevelofcontentdifficultyandbehavioralcomplexityfromwhichthelearnercanmostbenefitatthemomentaresponseisgiven.Itisreachedthroughaclassroomdialogueinwhichtheteacherprovidesreactionstostudentresponsesthatactivatetheuniquelearninghistory,abilities,andexperiencesofeachlearner.Fromtheseuniquecharacteristics,learnerscanacquireindividualmeaningsandinterpretationsofthecontent.FunctionalErrorsFunctionalerrorsareincorrectorpartiallycorrectanswersmadebythelearnerthatcanenhancethemeaningandunderstandingofcontentandprovidealogicalsteppingstoneforclimbingontothenextrungofthelearningladder.ReciprocalTeachingReciprocalteachingprovidesopportunitiestoexplorethecontenttobelearnedviagroupdiscussion.Itinvolvesatypeofclassroomdialogueinwhichtheteacherexpectsstudentstomakepredictions,askquestions,summarize,andclarifywhenlearningfromthetext.TheReciprocalTeachingSequenceofActivitiesThereciprocalteachingsequenceofactivitiesinvolves:Generatepredictionsaboutthecontenttobelearnedintheinitialclassdiscussion.Read/listentoaportionofthetext.Chooseadiscussionleader.Discussionleadersummarizestext,andteacherasksotherstudentstoelaborate.Teacherclarifiesunresolvedquestions,rereadingtextifneeded.TheTeacher’sRoleinReciprocalTeachingTheteacher’sroleduringreciprocalteachingistograduallyshifttheresponsibilityforlearningtothestudents.DuringReciprocalTeachingtheteacherjointlysharestheresponsibilityforlearningwiththestudentslearnedintheinitialclassdiscussion;initiallyassumesresponsibilityformodelinghowtomakepredictions,askingquestions,summarizing,andclarifying,buttransfersthisresponsibilitytothestudents;encouragesallstudentstoparticipate;monitorsstudentcomprehension,adjustingrateandcomplexityofinformationasneeded.Figure10.2Shiftingresponsibilityfromteacherstolearners.

InsertFigure10.2hereSocialDialogueVersusClassDiscussionInself-directedlearningtheteacherbuildsthedialogueinstepwisefashion(scaffolding).Scaffoldingshouldbesufficienttokeepthechallengewithinthelearner’szoneofmaximumresponseopportunity.TheRoleofInnerSpeechInner(private)speechhelpsthelearnerelaborateandextendcontent—asresponsibilityforlearningshiftstothelearner,thisinner-speechabilityincreases,modelingearlierteacherreasoning,questioning,andcues.Innerspeechultimatelyleadstoaprivateinternaldialogueinthemindofthelearnerthattakestheplaceoftheteacher’spromptsandquestionsandself-guidesthelearnerthroughsimilarproblems.SampleDialoguesofSelf-DirectedLearning(1)Stepsforteachingself-directedlearning:Provideanewlearningtaskandobservehowthestudentapproachesit.Askthestudenttoexplainhowtheymightlearnthecontent.Describeandmodelamoreeffectiveprocedurefororganizingandlearningthecontent(e.g.,studyquestions,notes,etc.).SampleDialoguesofSelf-DirectedLearning(2)Stepsforteachingself-directedlearning(continued):Provideanothersimilartaskonwhichthestudentcanpracticethestrategiesprovided.Modelself-questioningbehavior.ProvideotheropportunitiesforstudentpracticeCheckresultsbyquestioningforcomprehensionanduseofstrategies.OtherCognitiveStrategiesOthercognitivestrategiescanbehelpfulfororganizingandrememberingnewmaterialduringself-directedlearning:MnemonicsElaboration/organization(notetaking)ComprehensivemonitoringProblemsolvingProject-basedstrategiesMnemonicsMnemonicsarememoryaidsthathelpindividualslearnfacts,dates,rules,classifications,andsoon.Twospecificexamplesare:1.

Jinglesortriggersentences(e.g.,EveryGoodBoyDoesFineforrememberingthenotesEGBDFofthetreblemusicstaff).2. Narrativechaining(e.g.,weavingthewordspupil,andlavainastoryandcontextthatpromptsmemoryofpupaandlarvainametamorphosislesson).Problem-BasedStrategiesProblem-basedlearningisanapproachtolearningthatorganizesinstructionaltasksaroundlooselystructuredorill-definedproblemsthatlearnerssolvebyusingknowledgefromseveraldisciplines.AFive-stageSystemforTeachingProblemSolving:IDEALIdentifytheproblemDefinetermsExplorestrategiesActonthestrategyLookattheeffectsProject-BasedStrategiesProject-basedlearningisanapproachtolearningthatpromotesintrinsicmotivationbyorganizinginstructionaroundtasksmostlikelytoinduceandsupportlearnerinterest,effort,andpersistence.Theprojectsinth