Virtual Science Challenge Mentor Training

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

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  • Virtual Science Challenge Mentor Training

    1. 1. Virtual Science Challenge Center for N Mentor Training Workshop Workshop 1 CNS-VSC 1 2012-2013
    2. 2. Virtual Science Challenge Deep Mentoring Model Interaction Content Process 11 2
    3. 3. VSC Learning Environment Asynchronous Autonomous Learning, Assessment Synchronous Collaboration, Discussion, Reflection 3
    4. 4. Yang Yin Mentor Balance Student support, autonomy,monitoring, independence,facilitation, self-evaluation, learner reflection training Interdependence 4
    5. 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. 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. 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. 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. 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. 10
    11. 11. Interaction competence motivationContent Process deep learning 11

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