Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
Advantages and limitations of subjective test itemsTest Generator
In the world of test creation software and online exam makers, we often hear talk of objective and subjective questions and their differing effects on test takers. Take a look at our presentation for a quick overview.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
Advantages and limitations of subjective test itemsTest Generator
In the world of test creation software and online exam makers, we often hear talk of objective and subjective questions and their differing effects on test takers. Take a look at our presentation for a quick overview.
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In this e-book, the methods of indirect instruction that can be used in class will be discussed and explored.
Teachers need practical and and quick-to-implement strategies to teach self-management to children. Many people are familiar with self-management through Walter Mischel's Marshmallow test. (Some people call it self-control or self-regulation.)
Self-management is a key enabler for all learning (for children and adults!) whether for academic subjects, other content areas, or skills like playing a musical instrument. Self-management allows students to follow through on plans to complete assignments, study for tests, and manage their emotions to stay focused in class.
This presentation is one small piece of a growth mindset toolkit for educators (and parents) developed by Transforming Education. For more information, please visit: http://transformingeducation.org/growth-mindset-toolkit/
Zapraszamy na przechadzkę po klimatycznym mieszkaniu na pograniczu Starej Ochoty i Centrum Warszawy.
Mamy nadzieję zauroczyć Was tym miejscem i namówić do zakupu tego wyjątkowego lokum.
TrzySiostry :)
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Ruminating on Self Actualizing Intelligence and its relation to cosmic reason. Furthermore it is a adventure into a human possibility to tap into cosmic being in order to comprehend intelligence as an entity. The (re)search continues; stay tuned...
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
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Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
6. STAGES OF LEARNING INDEPENDENCE
Level One
Students observe and mimic problem-solving techniques
Level Two
Students have a basic understanding of independent learning habits
Level Three
Students function well independently on material they understand
Level Four
Students utilize a small number of problem-solving strategies effectively
Level Five
Students select the best of a multitude of problem-solving strategies
7. 1. After seeing the completion of a similar sample problem, the student
completes part of a problem (supervised).
2. Faculty / tutor starts a problem and students attempts to finish it.
3. This process ends with students completing at least one sample
problem by themselves
Beginning Student Ending Student
• Is almost completely reliant on • Can complete at least part of
the instructor or tutoring to every assignment
complete assignments independently
• Requires confirmation on each • Understands the role of faculty
step before advancing appropriately as “guidance”
• May appear to lack self- and has fair expectations
motivation • Has some understanding of
• Does not complete or continue whether s/he is “on the right
assignments past a point of track” with an assignment or
confusion or uncertainty problem
8. 1. After confirming the student understands the assignment correctly, the
student begins working independently
2. Faculty / Tutor (repeatedly) checks in at regular intervals (ie. after ten
minutes or five problems) to answer questions about specific problems
or skills
Beginning Student Ending Student
• Can complete at least part of • Can complete most of an
every assignment assignment independently
independently (more than a problem or two)
• Understands the role of faculty before seeking assistance
appropriately as “guidance”
and has fair expectations • Can check some work and
• Has some understanding of identify weaknesses in skills
whether s/he is “on the right (understands which problems
track” with an assignment or are right, which to ask about)
problem
9. 1. Student attempts to complete the full assignment independently, using
problem-solving techniques to solve problems that arise.
2. Once the assignment is completed, Faculty / Tutor addresses problem
portions of the completed assignment
3. Student independently makes necessary (suggested) corrections
• Can complete most of an assignment independently
Beginning • Can check some work and identify weaknesses
(understands which problems are correct, which to ask
Student about)
• Is starting to develop problem-solving skills
• Seeks confirmation and positive reinforcement more
Ending than academic assistance
Student • Starting to display signs of independence (ie. initiative)
10. Strategies for Fostering Independent Learning
Stage Four Independent Learners
Increasing Problem-Solving Strategies
1. Student completes assignment independently
2. Assignment is reviewed (in student-requested areas) by Faculty / Tutor
3. Faculty / Tutor asks for alternative ways to approach specific problems
(already solved correctly)
• Understands expectations of assignments and coursework
• Problem-solves (primarily relying on one or two problem-
Beginning solving techniques) when encountering difficulties
Student • Appropriately communicates with resources
• Is starting to develop problem-solving skills
• Seeks confirmation and positive reinforcement more than
Ending assistance
Student • Starting to display signs of independence – initiative, etc.
11. Strategies for Fostering Independent Learning
Stage Five Independent Learners
Challenging Independent Learners
1. Student completes an assignment independently, using a variety of
problem-solving techniques when applicable
2. Student identifies areas of weakness (issues they had in completing
the assignment) and attempts different problem-solving strategies in
order to determine if another technique would help
3. Student shares strategies, techniques, and experience with others
• Is starting to develop problem-solving skills
Beginning • Seeks confirmation and positive reinforcement more than
Student assistance
• Starting to display signs of independence (ie. initiative)
• Understands how he or she learns well
Ending • Has experience using a multitude of problem-solving
Student techniques
• Able to effectively select the appropriate approach
12. INDEPENDENT LEARNING HABITS
Level 1 Level 2 Level 3 Level 4 Level 5
• Student completes two • Student is able to • Student is able to •Student is comfortable •Student is comfortable
or fewer problems before complete two or more complete most (70%) of completing an entire and confident in
seeking assistance problems (or part of an an assignment assignment completing all coursework
•Student seeks assistance assignment) on his/her independently before independently, as long independently
on all or most (100%-75%) own before seeking seeking assistance as assistance is • Student completes all
assignments in a course assistance • Student seeks assistance available as needed assignments
• Student immediately • Student seeks assistance on half or fewer (50%- • Student completes independently, at times
seeks assistance when on most (50-75%) 25%) of the assignments most assignments working with others to
encountering a difficulty assignments in a course in a course independently, seeking lead efforts to build
• Student struggles with • When encountering • When encountering assistance for only 1%- collaborative learning
most concepts and difficulties, the student difficulties, the student 25% of coursework experiences
assignments in subject attempts at least one attempts at least two • Student may struggle • When struggling with a
area problem-solving problem-solving to select the appropriate problem or assignment,
• Student works on most technique before seeking techniques before problem-solving student effectively selects
or all assignments in the assistance requiring assistance technique, but has one or more problem-
presence of a tutor or • Student has a basic • Student has an average multiple to select from solving techniques. These
faculty member understanding of the main understanding of the when struggling lead to problem
• Student has few concepts in the subject course content material • Student has a good resolution
successful learning habits area • Student has some understanding of • Student has an excellent
and struggles to • Student sometimes understanding of him/herself as a learner understanding of how
understand connection struggles to understand him/herself as a learner and the habits which s/he learns and improves
between current habits him/herself as a learner and caused for previously have led to earned as a student over time
and academic and reasons for earning a earned grades on grades on assignments
performance specific grade on an assignments
assignment
12
13. LEARNING OBJECTIVES THAT
LEAD TO INDEPENDENT LEARNING
Concept-Based
(addresses a long-term need)
Skill-Specific
(addresses a course need)
Assignment-Specific
(addresses an immediate [homework] need)
14. INDEPENDENT LEARNING – RESULTS
INCREASES IN LEVELS OF INDEPENDENT LEARNING
October Tutoring Appointments – 3.47 average score
Level 1 Level 2 Level 3 Level 4 Level 5
8.3% 13.8% 53.13% 30.55% 23.61%
November Tutoring Appointments – 3.89 average score
Level 1 Level 2 Level 3 Level 4 Level 5
2.08% 8.3% 20.83% 35.42% 33.33%
December Tutoring Appointments – 3.93 average score
Level 1 Level 2 Level 3 Level 4 Level 5
7.10% 7.10% 14.29% 28.57% 42.86%
15. LEARNING OBJECTIVES THAT
FOSTER INDEPENDENT LEARNING
Avoid
(Assignment- Specific)
The student was unclear about a few problems on
their Algebra homework …
The student did not understand how to do her
accounting assignment …
The student was confused about a few problems in
their assignment …
The student wanted me to review their paper …
16. LEARNING OBJECTIVES THAT
FOSTER INDEPENDENT LEARNING
Best Practice
(Long-Term Benefit)
On The Right Track • Solve polynomial expressions
(Skill-Oriented) • Create a business card using a
template
• To have a better • Student wanted to learn what
understanding of how to Digital Design programs
form a thesis and outline. would be best for each step
• To get a better grasp on of a project they are working
solving algebraic on.
equations and • To solve algebraic equations
expressions. with fractions using the
• Apply the Pythagorean distributive method
theorem to a problem the successfully solve inequalities.
student was solving • Be able to solve fractions
efficiently in a mathematical
expression.
17. LEARNING OBJECTIVES ASSESSMENTS THAT EMPHASIZE
LEARNING INDEPENDENCE
After a brief introduction and a
At first, she needed assistance few tips along the way, the
understanding … But after the student was able to use the
first assignment, she was able to
Equation Editor in Word with
do it on her own
minimal assistance
After my examples, student was Went over the accounting
able to do her assignment and equation and gave mnemonic
journalize adjusting entries as devices to remember certain
well as explain the entries. Student was then
difference between an able to explain the devices
adjustment and a correction back to me
18. LEARNING OBJECTIVES ASSESSMENTS THAT EMPHASIZE
LEARNING INDEPENDENCE
We located examples in
Student was able to their book… She even
correctly apply both explained how they
methods to examples came to the solution to
given to her
me…
The student was able
to explain in her
own words about the
court case …
After I showed him once, he
The student was able
was able to find the same
to explain to me the
area to select it to use it
later in the assignment process …
19. CLASSROOM APPLICABILITY
Skill – Focused Learning Objectives
Conclude Write (a)
Compose
Understand Write an with a final unified,
supporting
the basic effective point or coherent,
details for
parts of a topic transition to and well-
the main
paragraph sentence another developed
idea
main idea paragraph(s)
Work with
support to
brainstorm Through
Through
supporting Independently support
support, be
Observe or details. compose a (review first
able to
identify areas Independently complete draft),
independently
of strength in a compose paragraph Effectively edit
compose
piece of writing supporting (of five and revise own
coherent
sentences for sentences) and peer
sentences
paragraph writing
Process – Focused Learning Objectives
21. REFERENCES
Broad, J. (2006). Interpretations of independent learning in further education. Journal Of Further &
Higher Education, 30(2), 119-143. doi:10.1080/03098770600617521
Lewis, J. (2004). The Independent Learning Contract System: Motivating Students Enrolled in
College Reading Courses. Reading Improvement, 41(3), 188-194.
Margolis, H. (2005). Increasing struggling learners’ self‐efficacy: what tutors can do and say.
Mentoring & Tutoring: Partnership In Learning, 13(2), 221-238.
doi:10.1080/13611260500105675
Nelson, J., & Johnson, A. (1996). Effects of direct instruction, cooperative learning, and
independent learning practices on the.. Journal Of Emotional & Behavioral Disorders, 4(1), 53.
Nortcliffe, A. (2005). Student-driven module: promoting independent learning. International Journal
Of Electrical Engineering Education, 42(3), 247-512.
Pokorny, M., & Pokorny, H. (2005). Widening participation in higher education: student quantitative
skills and independent learning as impediments to progression. International Journal Of
Mathematical Education In Science & Technology, 36(5), 445-467.
doi:10.1080/00207390500062621
Shyh Chiuan Chia, C. (2005). Promoting independent learning through language learning and the
use of IT. Educational Media International, 42(4), 317-332. doi:10.1080/09523980500237732
Strickland, D. S., Morrow, L., Girling-Butcher, W., Phillips, G., & Clay, M. (1991). Fostering
independent learning. Reading Teacher, 44(9), 694.
Wagener, D. (2006). Promoting independent learning skills using video on digital language
laboratories. Computer Assisted Language Learning, 19(4/5), 279-286.
doi:10.1080/09588220601043180
Editor's Notes
The key habit of a level one learner is that the student has very little confidence and / or few problem-solving skills. When a level one student encounters something they do not understand, they stop. They simply do not finish the problem or assignment.
A major distinction between level one and level two is the ability to complete an assignment without stopping when encountering a problem. They may not problem-solve well, but they attempt to problem-solve and continue to completion to the best of their ability.
Level three is really where students start to see academic success. A key distinction of a level three learner is that these students can – with some accuracy - identify which portions of an assignment they need help on, and which they are confident they did correctly.
A trademark of the level four learner is that these students rely heavily on one or two specific problem-solving strategies. This allows them to meet current academic needs, but may not entirely prepare this student for increased challenges in the future (which require additional problem-solving strategies)
The key distinguishing characteristic of level five learners is that they have had success implementing a range of problem-solving strategies, and have learned how to effectively select the appropriate strategy in given situations.