The document discusses developing a deep approach to learning for teacher education students. It emphasizes building knowledge of the world through socio-cultural and physical realities. Students should develop skills like flexibility, social skills, communication, and managing student activities. A deep approach involves vigorously interacting with content, relating ideas to prior knowledge and everyday experiences, and examining logic. Visual images can help communicate concepts. Teacher students need motivation, cognitive competence, and ICT/media skills to build knowledge and develop skills needed for their profession.

1. HELPING STUDENTS TO LEARN DEVELOPING DEEP APPROACH TO LEARNING PROCESS IN HIGHER EDUCATION

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. What knowledge should teacher students build ? What skills should teacher students develop?

4. Knowledge of the world Socio-cultural reality (humanities) Physical reality (sciences)

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. What sort of competence can enable teacher education students to build knowledge and develop skills necessary to perform their job? ?

7. Knowledge Skills Competence ?

8. Continuum of understanding Processing of information as basic proceedings for building knowledge

9. Key competence in information society Information processing (the change of information in any manner detectable by an observer) Computation Transduction Translation

10. Learning Environment Learner Teacher Fellow learner ICT tools Learning material

11. Information processing Computation Transduction Translation Learner Teacher Fellow learner ICT tools Learning material

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. 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. Media culture Visual culture

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. Visual narration as a way to express understanding

17. Working with visual language Academic skills and ?

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. 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. 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. Motivation as motivation raising factor Cognitive competence ICT / media competence Deep approach to learning Competence

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. Thank you for your attention

24. References : Fiske J, Wprowadzenie do badan nad komunikowaniem , Wroclaw 1999 Lepa A. , Media a postawy , Łódz 2002 Newell A., Unified theories of cognition , Cambridge 1990 Nosal Cz., Diagnoza typow umyslu , Warszawa 1992 Raaheim K., Wankowski J., Radford J., Helping Students to Learn. Teaching, Counselling, Research, Great Britain 1993 6. Stipek d., Seal K., Motivated Minds , New York 2001 7. http://www.nwlink.com/~donclark/knowledge/knowledge.html