Deep Approach

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  • The suggestion that cultural if different from physical is misleading. It suggests a mind body split. This dualism is common in western culture but not in Asia and Africa. 'intelligence' is not immaterial but use of memory in our brain. Quite physical. See: http://paradigm-shift-21st-century.nl/cultural-reality.html
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  • Prezentacja dotyczy jednego z aspektow poruszonych przy okazji realizacji projektu dotyczacego mozliwosci Moodle jako srodowiska edukacyjnego
  • Deep Approach

    1. 1. HELPING STUDENTS TO LEARN DEVELOPING DEEP APPROACH TO LEARNING PROCESS IN HIGHER EDUCATION
    2. 2. Teacher education students Individuals involved in building knowledge and developing skills Social practice aiming at building knowledge and developing skills An individual responsible for managing the education of the others Practice aiming at building knowledge and developing skills necessary to perform teachers’ work
    3. 3. What knowledge should teacher students build ? What skills should teacher students develop?
    4. 4. Knowledge of the world Socio-cultural reality (humanities) Physical reality (sciences)
    5. 5. Skills? F L E X I B I L I T Y Social skills Managing social interaction Managing the contents of messages Communication skills Managerial skills Managing the activities of students (pace, level, structure)
    6. 6. What sort of competence can enable teacher education students to build knowledge and develop skills necessary to perform their job? ?
    7. 7. Knowledge Skills Competence ?
    8. 8. Continuum of understanding Processing of information as basic proceedings for building knowledge
    9. 9. Key competence in information society Information processing (the change of information in any manner detectable by an observer) Computation Transduction Translation
    10. 10. Learning Environment Learner Teacher Fellow learner ICT tools Learning material
    11. 11. Information processing Computation Transduction Translation Learner Teacher Fellow learner ICT tools Learning material
    12. 12. “ A picture is worth a thousand words” Great power of visual images to inform (influence, educate) Creation of visual image to communicate concepts Holistic character of visual images Configurational reception versus Sequentional reception Connotation versus Denotation
    13. 13. 25% of population thinks exclusively in words 45 % uses both visual/spatial thinking and thinking in the forms of words 30% strongly uses visual/spatial thinking Research by Child Development Theorist Linda Kreger Silverman
    14. 14. Media culture Visual culture
    15. 15. Structure of mediasphere Visual language Media literacy Cultural literacy Ic onos phere (images) L ogos phere (words) S onos phere (sounds) G alenos phere (silence)
    16. 16. Visual narration as a way to express understanding
    17. 17. Working with visual language Academic skills and ?
    18. 18. Categories of approaches to learning Surface approach Strategic approach Deep approach Intention to understand Vigorous interaction with the content Relating new ideas to previous knowledge Relating concepts to everyday experience Relating evidence to conclusion Examining the logic of the argument Intention to complete the task requirement Treating task as an external imposition Unreflectiveness about purpose or strategies Focus to discrete element without integration Failure to distinguish principles from examples Memorizing information needed for assessments Intention to obtain highest possible grade Gear work to perceived preferences of teacher Awareness of marking schemas and criteria Organizing time and effort to greatest effect Ensuring right conditions and materials for study
    19. 19. Deep approach to learning Vigorous interaction with the content Intention to understand Relating new ideas to previous knowledge Relating concept to everyday experience Relating evidence to conclusions Examining the logic of the argument
    20. 20. Abstract concept and generalisation Concrete experience Visual images r e f l e c t i o n r e f l e c t i o n r e f l e c t i o n r e f l e c t i o n
    21. 21. Motivation as motivation raising factor Cognitive competence ICT / media competence Deep approach to learning Competence
    22. 22. Knowledge of the world Socio-cultural reality Physical reality Social skills Managing social interaction Managing the contents of messages Communication skills Managerial skills Managing the activities of students (pace, level, structure)
    23. 23. Thank you for your attention
    24. 24. <ul><li>References : </li></ul><ul><li>Fiske J, Wprowadzenie do badan nad komunikowaniem , Wroclaw 1999 </li></ul><ul><li>Lepa A. , Media a postawy , Łódz 2002 </li></ul><ul><li>Newell A., Unified theories of cognition , Cambridge 1990 </li></ul><ul><li>Nosal Cz., Diagnoza typow umyslu , Warszawa 1992 </li></ul><ul><li>Raaheim K., Wankowski J., Radford J., Helping Students to Learn. </li></ul><ul><li>Teaching, Counselling, Research, Great Britain 1993 </li></ul><ul><li>6. Stipek d., Seal K., Motivated Minds , New York 2001 </li></ul><ul><li>7. http://www.nwlink.com/~donclark/knowledge/knowledge.html </li></ul>

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