Your SlideShare is downloading. ×
Virtual Science Challenge Mentor Training
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Virtual Science Challenge Mentor Training

969
views

Published on

Center for Nonproliferation Studies, Monterey Institute of International Studies …

Center for Nonproliferation Studies, Monterey Institute of International Studies
August 2012

Published in: Education, Business, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
969
On Slideshare
0
From Embeds
0
Number of Embeds
11
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Transcript

    • 1. Virtual Science Challenge Center for N Mentor Training Workshop Workshop 1 CNS-VSC 1 2012-2013
    • 2. Virtual Science Challenge Deep Mentoring Model Interaction Content Process 11 2
    • 3. VSC Learning Environment Asynchronous Autonomous Learning, Assessment Synchronous Collaboration, Discussion, Reflection 3
    • 4. Yang Yin Mentor Balance Student support, autonomy,monitoring, independence,facilitation, self-evaluation, learner reflection training Interdependence 4
    • 5. What is Autonomy? Barefoot Teaching Journal Learner autonomy is “a capacity for detachment, critical reflection, decision making, and independent action.”Little, David (1991) Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik 5
    • 6. An Ongoing Process... Use of Cognitive Use of Metacognitive Strategies: Strategies: skills that “operate skills for planning, directly on incoming monitoring, and information, evaluating the learning manipulating it in ways process that enhance learning”From A new shape for schooling? Deep Learning – 1, Emma SimsSpecialist Schools and Academies, Trust London, United Kingdom 6
    • 7. How is this done? Mentor-Led “Learning Conversations” * Content Process Cognitive Metacognitive“What do I “How am I know?” doing?” * An extract from A new shape for schooling? 7 Deep Learning – 1, Emma Sims Specialist Schools and Academies Trust London, United Kingdom
    • 8. Cognitive Strategies “operate directly on incoming information, manipulating it in ways that enhance learning”✴ repetition of information for memorization✴ resourcing, i.e., dictionaries and other materials✴ translation, esp. in case of Russian students✴ note-taking✴ deductive and inductive thinking✴ contextualization in real (known) world Learner Competency✴ transfer, using background knowledge to remember and understand facts and ideas✴ inferencing 8
    • 9. Metacognitive Strategies ✴ Directed attention Deciding in advance to concentrate on general aspects of a task ✴ Selective attention Paying attention to specific aspects of a task ✴ Self-monitoring Checking ones performance during the learning task ✴ Self-evaluation Appraising ones performance in relation to ones own standards or chosen strategy ✴ Self-reinforcement Learner Motivation Rewarding oneself for success ✴ Pre-planning and planning-in-action Identifying objectives and determining how to achieve them; Changing objectives, reconsidering actions as task is performed ✴ Reflection Evaluating what went well and what didn’t; what can be learned* An extract from A new shape for schooling? Deep Learning – 1, Emma SimsSpecialist Schools and Academies TrustLondon, United Kingdom 9
    • 10. 10
    • 11. Interaction competence motivationContent Process deep learning 11