Independent Learning
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The document discusses developing independent learning in students. It outlines traits of good independent learners, including time management, handling multiple sources of information, reflectiveness, and questioning. It then provides examples of classroom activities to develop these traits across different grade levels. The document also discusses developing student questioning, theories of intelligence, and reactions to failure that influence learning goals versus performance goals.
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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.
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The document discusses strategies for independent learning. It covers areas like gaining information, storing information, and expressing information. It also discusses self-awareness, self-advocacy, learning strategies, and teaching strategies. Specific strategies are provided for areas like word identification, reading comprehension, listening, note-taking, writing, problem solving, and time management. It concludes by explaining how students can use self-instruction, self-monitoring, and self-questioning to independently apply learning strategies.
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Independent learning involves a learner acquiring knowledge through their own efforts, developing inquiry and critical thinking skills. The teacher acts as a facilitator, mentor, and guide by providing resources and feedback to support learning, while allowing learners autonomy over what and how they learn. True independent learning frees learners from rigid learning experiences. Promoting independent learning includes giving students choices over their learning, encouraging collaboration and group work, and involving students in planning and reflecting on their learning.
Independent learning
This document provides information about independent learning including:
1) It defines independent learning as "taking charge of one's own learning" through making choices about learning activities, taking responsibility, and reflecting on effectiveness.
2) Independent learning does not mean working alone, but can involve collaborating with others. Explaining concepts to others helps improve understanding.
3) Independent learning skills are valuable for employers and help students feel more in control of their education by setting goals, organizing, and evaluating progress.
Independent Learning by bunpeiris
The document discusses independent learning and its key principles. It notes that independent learning views learners as individuals with individual needs and rights. It emphasizes that independent learning does not mean pupils work alone, but that teachers play a guiding and supporting role. It outlines some key cognitive, affective, and metacognitive activities involved in independent learning, and discusses benefits like developing flexibility and responsibility. Challenges like potential misconceptions are also addressed.
Collaborative learning
Collaborative learning involves students working together to achieve a common goal or task. It is an effective learning approach as students learn more through discussing concepts with others (70-95%) compared to traditional lectures (10-30%). Collaborative skills are in high demand by employers. The document discusses how collaborative learning fosters critical thinking, involvement, cooperation and building a community of learners. It provides educational goals and assumptions that support collaborative learning as an active and social process. Examples of collaborative approaches include cooperative learning, problem-based learning and discussion groups. The benefits of collaborative learning for students include improved academic achievement, confidence, social skills and motivation to learn.
Collaborative Learning advantages-and-benefits
Collaborative learning has several advantages including increased student involvement, excitement about learning from peers, and positive attitudes like cooperation. It can foster knowledge sharing between students and teachers. However, it also has disadvantages like being time consuming for new teachers and requiring adequate facilities. Research shows cooperative learning leads to overwhelmingly positive academic and social outcomes like improved test scores and relationships across groups. It increases achievement, attendance, motivation and independence.
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I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
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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.
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Independent learning involves a learner acquiring knowledge through their own efforts, developing inquiry and critical thinking skills. The teacher acts as a facilitator, mentor, and guide by providing resources and feedback to support learning, while allowing learners autonomy over what and how they learn. True independent learning frees learners from rigid learning experiences. Promoting independent learning includes giving students choices over their learning, encouraging collaboration and group work, and involving students in planning and reflecting on their learning.
Independent learning
This document provides information about independent learning including:
1) It defines independent learning as "taking charge of one's own learning" through making choices about learning activities, taking responsibility, and reflecting on effectiveness.
2) Independent learning does not mean working alone, but can involve collaborating with others. Explaining concepts to others helps improve understanding.
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The document discusses independent learning and its key principles. It notes that independent learning views learners as individuals with individual needs and rights. It emphasizes that independent learning does not mean pupils work alone, but that teachers play a guiding and supporting role. It outlines some key cognitive, affective, and metacognitive activities involved in independent learning, and discusses benefits like developing flexibility and responsibility. Challenges like potential misconceptions are also addressed.
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Collaborative learning involves students working together to achieve a common goal or task. It is an effective learning approach as students learn more through discussing concepts with others (70-95%) compared to traditional lectures (10-30%). Collaborative skills are in high demand by employers. The document discusses how collaborative learning fosters critical thinking, involvement, cooperation and building a community of learners. It provides educational goals and assumptions that support collaborative learning as an active and social process. Examples of collaborative approaches include cooperative learning, problem-based learning and discussion groups. The benefits of collaborative learning for students include improved academic achievement, confidence, social skills and motivation to learn.
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Collaborative learning has several advantages including increased student involvement, excitement about learning from peers, and positive attitudes like cooperation. It can foster knowledge sharing between students and teachers. However, it also has disadvantages like being time consuming for new teachers and requiring adequate facilities. Research shows cooperative learning leads to overwhelmingly positive academic and social outcomes like improved test scores and relationships across groups. It increases achievement, attendance, motivation and independence.
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- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
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learner-centered teaching is a modern approach that change the concentration to be on the students other wise it was on teaching methodology
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Class session 3 sdl
This document discusses theories of self-directed learning. It defines self-directed learning as when individuals take initiative to diagnose their own learning needs, formulate goals, identify resources, implement strategies, and evaluate outcomes. Three key aspects discussed are:
1) Tough's learning contracts which help structure self-directed learning.
2) Grow's stages of learner autonomy which range from dependent to self-directed based on student needs and teacher role.
3) Pratt's model of readiness to learn which considers a learner's need for direction and support in determining their stage of autonomy.
The document poses questions about factors that influence self-directed learning and how readiness may change based on life stage and situation.
Integrating Differentiate2
This document provides an overview and summary of key chapters from the book "Integrating Differentiated Instruction & Understanding by Design" which argues that the two frameworks of Understanding by Design and Differentiated Instruction complement each other. It discusses how the frameworks can be combined to address student needs and design effective lessons. Key points covered include understanding student barriers to learning, using essential questions and flexible grouping to meet diverse student needs, integrating assessment into instruction, and providing guidance on the steps to plan differentiated lessons backwards using the UBD framework.
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- 1. Developing Independent Learning Phil Wood University of Leicester
- 2. Why do we want our students to be independent?
- 3. Traits of Good Independent Learners Can time manage Can handle multiple sources of information Have reflective capabilities Can question – and keep on questioning Are motivated to do what they are doing Can deal with ambiguity and failure
- 4. Developing these traits Example 1 Year 11 GCSE lesson mid-April Teacher writes on board ‘open your books to page 34. Read the work and then do questions 2-4. September, AS level – same students, same teacher Teacher walks in and puts the following on the board. ‘ Write an essay on the alternative ethical stances concerning euthanasia, making reference to both utilitarian and virtual stances on ethics. Hand in on September 30 th . SPOT THE DELIBERATE MISTAKE.
- 5. We need to build up the critical capacity for independent learning over a number of years. Year 7 6 th form Thinking about the traits for independent learners, try to list some of the approaches you might take across the spectrum of year groups to develop them.
- 6. Levels of student autonomy (based on Ecclestone, 2002) Independent, critical thinkers who are able to self-evaluate, and where formative assessment encourages critical reflection thereby questioning personal barriers to understanding Critical Development based on a knowledge of one’s own strengths and weaknesses, therefore becoming more student-centred with negotiated outcomes and processes for achieving them. Personal Some determination of pace, timing and evaluation of work, with the transmission of pre determined content and outcomes. Procedural Outline characteristics Level of autonomy
- 8. Is there such a thing as global warming?
- 9. Helping students become risk takers Theory of fixed intelligence – a fixed amount of intelligence is assumed – an ‘entity theory’ of intelligence Theory of malleable intelligence – Intelligence can be developed through learning – an ‘incremental theory’ of intelligence. There are two separate reactions to failure: Helpless pattern – very quickly begin to blame their intelligence at times of failure, even if they had previously been consistently successful Mastery oriented pattern – these students don’t see failure as due to anything, indeed, often did not see the failure. It is a problem to be tackled, and hence improve their performance Leads to two types of learner, those with: Performance goals Learning goals
- 10. Who is this and why was failure so important to him?