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Gary D. Borich Effective Teaching Methods 6th Edition. Chapter 10 Self-Directed Learning. Self-directed learning Metacognition Skills for a good demonstration Teacher mediation Zone of maximum response opportunity Functional errors Reciprocal teaching - PowerPoint PPT Presentation
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Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Gary D. Borich Effective Teaching Methods
6th Edition
Chapter 10
Self-Directed Learning
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Chapter Overview• Self-directed learning• Metacognition• Skills for a good demonstration• Teacher mediation• Zone of maximum response
opportunity• Functional errors• Reciprocal teaching• Social dialogue versus class
discussion• The role of inner speech• Sample dialogues of self-
directed learning
• Other cognitive strategies• Mnemonics• Problem-based strategies• A five-stage system for
teaching problem solving: IDEAL
• Project-based strategies• Characteristics of good
projects• Promoting the goals of self-
directed learning in the culturally diverse classroom
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Self-Directed Learning
• Self-directed learning is an approach to teaching and learning that actively engages students in the learning process for the purpose of acquiring outcomes at higher levels of cognitive complexity.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Self-directed Learning SequenceSelf-directed learning involves the following sequence
of activities:1. Provide information about when and how to use mental
strategies for learning.
2. Illustrate how the strategies are to be used in the context of real problems.
3. Provide students the opportunity to restructure content in terms of their own thinking and prior understandings.
4. Gradually shift the responsibility for learning to students through activities that engage them in increasingly complex patterns of thought.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Metacognition
• Metacognition is a strategy for self-directed learning that assists learners in internalizing, understanding, and recalling the content to be learned.
• Metacognitive strategies include self-interrogation, self-checking, self-monitoring, and techniques for classifying and recalling content known as mnemonics.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Mental Modeling• Metacognitive strategies are most easily
conveyed through mental modeling in which learners are “walked through” the process of attaining a correct solution.
• Mental modeling includes:– Illustrating for students the reasoning
involved.– Making them conscious of it– Focusing learners on the application of the
reasoning applied
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Skills for a Good Demonstration
• Focus the learner’s attention
• Stress the value of the demonstration
• Talk in conversational language while demonstrating
• Make the steps simple and obvious
• Help learners remember the demonstration
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Teacher Mediation
• Teacher mediation is the teacher’s on-the-spot adjustment of content flow rate and complexity to accommodate the individual learning needs of the student.
• The role of teacher mediation is to adjust the instructional dialogue as needed to help learners restructure what they are learning according to each learner’s unique abilities, learning history, and personal experiences.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Zone of Maximum Response Opportunity
• A zone of maximum response opportunity represents the level of content difficulty and behavioral complexity from which the learner can most benefit at the moment a response is given.
• It is reached through a classroom dialogue in which the teacher provides reactions to student responses that activate the unique learning history, abilities, and experiences of each learner. From these unique characteristics, learners can acquire individual meanings and interpretations of the content.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Functional Errors
• Functional errors are incorrect or partially correct answers made by the learner that can enhance the meaning and understanding of content and provide a logical stepping stone for climbing onto the next rung of the learning ladder.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Reciprocal Teaching
• Reciprocal teaching provides opportunities to explore the content to be learned via group discussion.
• It involves a type of classroom dialogue in which the teacher expects students to make predictions, ask questions, summarize, and clarify when learning from the text.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
The Reciprocal Teaching Sequence of Activities
The reciprocal teaching sequence of activities involves:– Generate predictions about the content to
be learned in the initial class discussion.– Read/listen to a portion of the text.– Choose a discussion leader.– Discussion leader summarizes text, and
teacher asks other students to elaborate.– Teacher clarifies unresolved questions,
rereading text if needed.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
The Teacher’s Role in Reciprocal Teaching
• The teacher’s role during reciprocal teaching is to gradually shift the responsibility for learning to the students.
• During Reciprocal Teaching the teacher– jointly shares the responsibility for learning with the
students learned in the initial class discussion;– initially assumes responsibility for modeling how to make
predictions, asking questions, summarizing, and clarifying, but transfers this responsibility to the students;
– encourages all students to participate;– monitors student comprehension, adjusting rate and
complexity of information as needed.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Figure 10.2 Shifting responsibility
from teachers to learners.
Insert Figure 10.2 here
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Social Dialogue Versus Class Discussion
• In self-directed learning the teacher builds the dialogue in stepwise fashion (scaffolding).
• Scaffolding should be sufficient to keep the challenge within the learner’s zone of maximum response opportunity.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
The Role of Inner Speech• Inner (private) speech helps the learner
elaborate and extend content—as responsibility for learning shifts to the learner, this inner-speech ability increases, modeling earlier teacher reasoning, questioning, and cues.
• Inner speech ultimately leads to a private internal dialogue in the mind of the learner that takes the place of the teacher’s prompts and questions and self-guides the learner through similar problems.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Sample Dialogues of Self-Directed Learning (1)
Steps for teaching self-directed learning:– Provide a new learning task and observe
how the student approaches it.– Ask the student to explain how they might
learn the content.– Describe and model a more effective
procedure for organizing and learning the content (e.g., study questions, notes, etc.).
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Sample Dialogues of Self-Directed Learning (2)
Steps for teaching self-directed learning (continued):– Provide another similar task on which the
student can practice the strategies provided.– Model self-questioning behavior.– Provide other opportunities for student
practice– Check results by questioning for
comprehension and use of strategies.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Other Cognitive Strategies
Other cognitive strategies can be helpful for organizing and remembering new material during self-directed learning:– Mnemonics– Elaboration/organization (note taking)– Comprehensive monitoring– Problem solving– Project-based strategies
Copyright ©2007 by Pearson Education, Inc.
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Gary D. BorichEffective Teaching Methods, 6e
Mnemonics
• Mnemonics are memory aids that help individuals learn facts, dates, rules, classifications, and so on. Two specific examples are:
1. Jingles or trigger sentences (e.g., Every Good Boy Does Fine for remembering the notes EGBDF of the treble music staff).
2. Narrative chaining (e.g., weaving the words pupil, and lava in a story and context that prompts memory of pupa and larva in a metamorphosis lesson).
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Problem-Based Strategies
• Problem-based learning is an approach to learning that organizes instructional tasks around loosely structured or ill-defined problems that learners solve by using knowledge from several disciplines.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
A Five-stage System for Teaching Problem Solving: IDEAL
• Identify the problem
• Define terms
• Explore strategies
• Act on the strategy
• Look at the effects
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Project-Based Strategies
• Project-based learning is an approach to learning that promotes intrinsic motivation by organizing instruction around tasks most likely to induce and support learner interest, effort, and persistence.
• The projects in this approach: 1. Are built around a central question that serves
to organize and energize classroom activities.2. Require a product or outcome to answer the
question successfully.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Characteristics of Good Projects
1. They present a real-world, authentic challenge.
2. They allow for some learner choice and control
3. They are doable—capable of being carried out within the time and resource limitations of the student and classroom.
4. They require some level of collaboration5. They produce a tangible, concrete
product.
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Gary D. BorichEffective Teaching Methods, 6e
Promoting the Goals of Self-Directed Learning in the
Culturally Diverse Classroom
Classroom dialogue can be modified to foster the goals of self-directed learning in a culturally diverse classroom by:– Adjusting the flow and complexity of content.– Offering ample opportunity for all to
participate.– Teaching cognitive strategies.
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