An Approach to Independent Learning Ana Coelho – Agrupamento Cardoso Lopes – Amadora [email_address] Fernando Rui Campos –...
WHAT IS INDEPENDENT LEARNING? <ul><li>IT IS A  </li></ul><ul><li>PROCESS. </li></ul><ul><li>A METHOD. </li></ul><ul><li>A ...
OBJECTIVES OF INDEPENDENT LEARNING <ul><li>I.L. WANTS TO CREATE </li></ul><ul><li>SELF – RELIANT LEARNERS. </li></ul><ul><...
I.L. A THEORETICAL DEFINITION <ul><li>“ INDEPENDENT LEARNING IS A PART OF AN ON GOING , LIFELONG PROCESS OF EDUCATION THAT...
I.L. A THEORETICAL DEFINITION (cont.) <ul><li>“ INDEPENDENT LEARNING INVOLVES THE TEACHER AND THE LEARNER IN AN INTERACTIV...
WHAT ARE THE GOALS OF INDEPENDENT LEARNING ? <ul><li>STUDENTS SHOULD BE ABLE TO  REFLECT. </li></ul><ul><li>INQUIRE. </li>...
INDEPENDENT LEARNING  APPLICATION  STRATEGIES <ul><li>TAKES DIFFERENT FORMS FOR DIFFERENT STUDENTS. </li></ul><ul><li>VARI...
TEACHERS’ ROLE <ul><li>TEACHERS CAN – PROVIDE OPPORTUNITIES. </li></ul><ul><li>PROVIDE STRATEGIES. </li></ul><ul><li>ENCOU...
TEACHERS’ ROLE   (cont.) <ul><li>TEACHERS CAN FACILITATE INDEPENDENT LEARNING. </li></ul><ul><li>INDEPENDENT LEARNING CAN ...
TEACHERS’ ACTIONS <ul><li>TEACHERS CAN GRADUALLY REDUCE DIRECTION AND SUPPORT AS THE LEARNER INCREASES IN CONFIDENCE AND M...
I.L. AND STUDENT LEARNING <ul><li>INDEPENDENT LEARNING MAKES STUDENTS PLAN AND ORGANISE THEIR WORK. </li></ul><ul><li>INDE...
I.L. AND STUDENTS’ OUTCOMES <ul><li>IDENTIFY AND SOLVE PROBLEMS. </li></ul><ul><li>THINK CREATIVELY. </li></ul><ul><li>ASS...
To Think about … <ul><li>IS THE EDUCATIONAL SYSTEM DESIGNED FOR INDEPENTENT LEARNING? </li></ul>
Referencies <ul><li>Biggs,J. ,1999.Teaching for quality learning at university society for research into higher education ...
The End <ul><li>Thanks for your time </li></ul><ul><li>Ana Coelho </li></ul><ul><li>[email_address] </li></ul><ul><li>Alzi...
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4ªReuniao_Eb23sa_Funchal2008Feb_IndlearnDef

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4ªReuniao_Eb23sa_Funchal2008Feb_IndlearnDef

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  • interactive process: learner/teacher – the method asks for different pedagogical strategies – began in the 90ties, names like P. Candy, Biggs...
  • Depending on each own special abilities and interests, on each age group and class – some school subjects lead to certain activities, others to another type of actvs
  • They have to get used to see their own evolution in this process – usually they are very correct and realistic when they are doing their self-evaluation, even the youngsters
  • Not few, nor a lot of information, but a balanced one, allowing students to have the desire of knowing more about the subject – give them the appropriatte tools to do it
  • I see that with my blog’s class, for instance. They begin doing their work asking a lot of support at the beginning and in the 2nd year they are much more autonomous
  • Our job is finding the correct methods and activities for them to experience that in a dayly basis
  • All this lead to the ICT methods we have worked on – individually, HotPot, in group work, WebQst... And the ideal educational platform to make this available to our students is Moodle, bc it’s free, secure and easy to acess and function
  • Classroom, physical space arrangement– class routines - number of pupils – very different backgrounds – lack of means – “closed” timetables – staff used and comfortable in its own habits / our work not being valued by the society in general IN THIS PROJECT we must use all the pedagogical strategies we possibly find to develop our students’ abilities to be autonomous and responsable for their knowledge process
  • 4ªReuniao_Eb23sa_Funchal2008Feb_IndlearnDef

    1. 1. An Approach to Independent Learning Ana Coelho – Agrupamento Cardoso Lopes – Amadora [email_address] Fernando Rui Campos – Agrupamento Cardoso Lopes – Amadora [email_address] Alzira Gorjão - Agrupamento Cardoso Lopes – Amadora [email_address] Dária Ferreira - Escola Básica de Santo António – Funchal [email_address] Comenius Meeting Funchal, 11 Feb. 2008
    2. 2. WHAT IS INDEPENDENT LEARNING? <ul><li>IT IS A </li></ul><ul><li>PROCESS. </li></ul><ul><li>A METHOD. </li></ul><ul><li>A PHILOSOPHY OF EDUCATION. </li></ul>
    3. 3. OBJECTIVES OF INDEPENDENT LEARNING <ul><li>I.L. WANTS TO CREATE </li></ul><ul><li>SELF – RELIANT LEARNERS. </li></ul><ul><li>SELF- MOTIVATED STUDENTS. </li></ul><ul><li>LIFE LONG - LEARNERS. </li></ul>
    4. 4. I.L. A THEORETICAL DEFINITION <ul><li>“ INDEPENDENT LEARNING IS A PART OF AN ON GOING , LIFELONG PROCESS OF EDUCATION THAT STIMULATES GREATER THOUGHTFULNESS AND REFLECTION AND PROMOTES THE CONTINUING GROWTH OF STUDENTS’ CAPABILITIES AND POWERS”. </li></ul><ul><li>PHILIP CANDY,1991. </li></ul>
    5. 5. I.L. A THEORETICAL DEFINITION (cont.) <ul><li>“ INDEPENDENT LEARNING INVOLVES THE TEACHER AND THE LEARNER IN AN INTERACTIVE PROCESS THAT ENCOURAGES STUDENTS INTELLECTUAL DEVELOPMENT AND THEIR CAPACITY FOR INDEPENDENT AND REFLEXIVE JUDGEMENT .” </li></ul>PHILIP CANDY, 1991
    6. 6. WHAT ARE THE GOALS OF INDEPENDENT LEARNING ? <ul><li>STUDENTS SHOULD BE ABLE TO REFLECT. </li></ul><ul><li>INQUIRE. </li></ul><ul><li>GAIN SELF – DEVELOPMENT. </li></ul>
    7. 7. INDEPENDENT LEARNING APPLICATION STRATEGIES <ul><li>TAKES DIFFERENT FORMS FOR DIFFERENT STUDENTS. </li></ul><ul><li>VARIES ACCORDING TO THE SUBJECT AND ACCORDING TO THE STUDENTS. </li></ul>
    8. 8. TEACHERS’ ROLE <ul><li>TEACHERS CAN – PROVIDE OPPORTUNITIES. </li></ul><ul><li>PROVIDE STRATEGIES. </li></ul><ul><li>ENCOURAGE STUDENTS TO PARTICIPATE ACTIVELY IN THE LEARNING PROCESS. </li></ul>
    9. 9. TEACHERS’ ROLE (cont.) <ul><li>TEACHERS CAN FACILITATE INDEPENDENT LEARNING. </li></ul><ul><li>INDEPENDENT LEARNING CAN BE A CHALLENGE FOR THE TEACHER - HE OR SHE HAS TO PROVIDE THE CORRECT AMOUNT OF INFORMATION. </li></ul>
    10. 10. TEACHERS’ ACTIONS <ul><li>TEACHERS CAN GRADUALLY REDUCE DIRECTION AND SUPPORT AS THE LEARNER INCREASES IN CONFIDENCE AND MATURITY. </li></ul>
    11. 11. I.L. AND STUDENT LEARNING <ul><li>INDEPENDENT LEARNING MAKES STUDENTS PLAN AND ORGANISE THEIR WORK. </li></ul><ul><li>INDEPENDENT LEARNING OBLIGES STUDENTS TO LEARN THROUGH EXPERIENCE. </li></ul><ul><li>INDEPENDENT LEARNING ALLOWS STUDENTS TO SET THEIR OWN LEARNING AIMS. </li></ul>
    12. 12. I.L. AND STUDENTS’ OUTCOMES <ul><li>IDENTIFY AND SOLVE PROBLEMS. </li></ul><ul><li>THINK CREATIVELY. </li></ul><ul><li>ASSESS THEIR OWN PROGRESS. </li></ul>
    13. 13. To Think about … <ul><li>IS THE EDUCATIONAL SYSTEM DESIGNED FOR INDEPENTENT LEARNING? </li></ul>
    14. 14. Referencies <ul><li>Biggs,J. ,1999.Teaching for quality learning at university society for research into higher education .Open university press. Buckingham. </li></ul><ul><li>Candy,P.C.,1991. Self-direction for lifelong learning.Jossey-Bass higher and adult education series. San Francisco, California. </li></ul><ul><li>Cotterall,S., 2004. Learner independence: reflecting on experience.Proceedings of the independent learning conference 2003. </li></ul><ul><li>Oxford Centre for Staff and Learning Development, Oxford Brookes University, Oxford, Available at [ http://www.brookes.ac.uk]. </li></ul>
    15. 15. The End <ul><li>Thanks for your time </li></ul><ul><li>Ana Coelho </li></ul><ul><li>[email_address] </li></ul><ul><li>Alzira Gorjão </li></ul><ul><li>[email_address] </li></ul><ul><li>Dária Ferreira </li></ul><ul><li>[email_address] </li></ul><ul><li>Fernando rui Campos </li></ul><ul><li>[email_address] </li></ul>

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