Student-Directed Student-Directed Learning StrategiesLearning Strategies

Reporters:Reporters:Arianne Garcia, RNArianne Garcia, RNIsabel Nunag, RNIsabel Nunag, RN

Julie Mae Formales, RNJulie Mae Formales, RN

““Learning is not attained by chance. Learning is not attained by chance. It must be sought for with ardor It must be sought for with ardor and attended to with diligence.”and attended to with diligence.”

-Abigael Adams-Abigael Adams

LearningLearning LearningLearning is one of the most important is one of the most important

mental function of humans, animals and mental function of humans, animals and artificial cognitive systems. It relies on artificial cognitive systems. It relies on the acquisition of different types of the acquisition of different types of knowledge supported by perceived knowledge supported by perceived information. It leads to the development information. It leads to the development of new capacities, skills, values, of new capacities, skills, values, understanding, and preferences. Its goal understanding, and preferences. Its goal is the increasing of individual and group is the increasing of individual and group experience. experience.

Teacher-directed Learning Teacher-directed Learning StrategiesStrategies

VSVSStudent-directed Learning Student-directed Learning

StrategiesStrategies

According to Slavin (2003) According to Slavin (2003)

One of the most important principles of One of the most important principles of educational psychology is that teachers cannot educational psychology is that teachers cannot simply give students knowledge. Students must simply give students knowledge. Students must construct knowledge in their own minds. The construct knowledge in their own minds. The teacher can facilitate this process by teaching in teacher can facilitate this process by teaching in ways that make information meaningful and ways that make information meaningful and relevant to students, by giving students relevant to students, by giving students opportunities to discover or apply ideas themselves opportunities to discover or apply ideas themselves and by teaching students to be aware of and and by teaching students to be aware of and consciously use their own strategies for learning. consciously use their own strategies for learning. Teachers can give students ladders that lead to Teachers can give students ladders that lead to higher understanding, yet the students themselves higher understanding, yet the students themselves must climb these ladders.must climb these ladders.

Student-directed Learning Student-directed Learning StrategiesStrategies

1. Focus on the learner rather than 1. Focus on the learner rather than the teacherthe teacher2. Based on the constructivist model2. Based on the constructivist model

Constructivist View Constructivist View - students must BUILDBUILD their own knowledge through activities that engage them in ACTIVEACTIVE learning.

According to Carter and et.al (2000) there is no one “best” way to learn. Instead there are many different LEARNING STYLESLEARNING STYLES.

In this session we will be discussing:

What constructivism is, The students learning style

according to Howard Gardner “Theory of

Multiple Intelligence”. Different models of Student-

directed learning strategies.

Learning Styles Learning Styles Howard Gardner

Howard Gardner is a psychologist based at

Harvard University best known for his theory of

multiple intelligences. In 1981 he was awarded a

MacArthur Prize Fellowship; (born in Scranton,

Pennsylvania, USA in 1943).

Eight distinct intelligences according to Gardner:

1. Verbal-linguistic intelligence- listening, reading, writing, speaking

2. Logical-mathematical intelligence- math, science, patterns, sequences

3. Bodily-kinesthetic intelligence- coordination, working with hands

4. Visual-spatial intelligence- visual art, graphic design, charts and maps

5. Interpersonal intelligence- social activity, cooperative learning, teamwork

6. Intrapersonal Intelligence- self-awareness, independence, time spent alone

7. Musical Intelligence- music, sensitivity to sound, understanding patterns

8. Naturalistic Intelligence- interest in nature, environmental balance, ecosystem, stress relief brought by natural environments

Advantage of knowing your learning style

1. Help you see how you operate in every arena of life- how you think, how you relate to others, how you understand yourself and more.

2. You can use techniques that take advantage of your highly developed areas while helping you through your less developed ones.

3. You will have a better chance of avoiding problematic situations.

4. You will be more successful on the job5. You will be more able to target areas that need

improvement.

THE INDUCTIVE MODELA straightforward but powerful strategy designed to help students acquire a deep and thorough understanding of the topics they’re studying. Teachers present students with information that illustrates the topics and then guide students as they search for relationships in the information. Grounded in the view that learners construct their own understanding of the world rather than recording it in an already-organized form, the model requires teachers to be skilled in questioning and guiding student thinking. The model is effective for promoting student involvement and motivation within a safe and supportive learning environment.

The essential steps of the model

First - The topics the teachers focused on were

specific and well defined.Second - The teacher will start with an example or set of

examples.Third - The teacher guided the students from the

examples to the conclusions in each case.Fourth - Under the teacher’s guidance, the students used

basic cognitive skills, such as observing, comparing and contrasting, and finding relationships to reach the teachers’ goals.

The Teacher’s Role

• Establish positive expectation• Keep students on task• Actively guide the learning activity• Guides to increase student achievement• Does not display or demonstrate information

for students and then explain it• Presents carefully chosen examples and

guides students as they form their own understanding of the topic

• Teachers must be expert in questioning

Goals for Inductive Model

• To help students acquire a deep and thorough understanding of specific topics.• It is designed to put students in an active role in the process of constructing their understanding.

Planning with the Inductive Model

Identifying topicsSpecifying Goals

Selecting Examples

Implementing Lessons Using the Inductive Model

Lessons using the Inductive Model begin with a short introduction followed by an open-ended phase in which students are encouraged to make observations and comparisons among examples. The open-ended phase is followed by students’ gradual convergence toward the goal under guidance of the teacher. Lessons are completed when the students are able to define a concept or state a relationship in a principle, generalizations, or academic rule, and apply the topic to a new, and ideally real-world situation.

Emphasis on thinking and understanding

Promoting deep understanding of topics and developing critical thinking abilities is accomplished primarily with teacher questioning. Questions such as, “Why?” “How to we know?” and “What would happen if?” promote both thinking and understanding. Although teachers typically ask few of these questions, with effort and practice using them can become virtually automatic.

Assessing Student Learning

Effective assessments are consistent with teachers’ goals. Both traditional and alternative assessments in the form of performance assessments can be used to measure student understanding.

CONCEPT – ATTAINMENT MODELSThe model uses positive and negative examples to illustrate concepts and these become the basis for students’ constructions. This model is consistent with the view of constructivism which suggest that learners “construct” their own understanding of the way the world works rather than having it presented to them in an already organized form.

Social Structure of the Model

The student feels free to think and test their ideas. The teacher’s role is to help create an environment in which students feel free to think and conjecture without fear for criticism or ridicule, and both teachers performed this role very well.

Goals for the Concept – Attainment Model

Helping students develop concepts and relationship among them and giving them practice with critical thinking processes.

Planning Lessons with the Concept – Attainment Model

Identifying topicsThe importance of clear goalsSelecting examplesPreparing non examplesSequencing examples and non examples

Phases in the Goal Attainment Model

The Concept – Attainment Model occurs in four phases. The activity begins when the teacher presents examples and continues until the students have isolated a single hypothesis.

Phase I. Presenting Examples

The teacher presents the students with examples. Typically, it will be an example and a non-example

Phase II. Analyzing Hypotheses

The teacher asks the students to hypothesize possible concept names. These hypotheses are then the focal points for the analysis.

The Cyclical Process

– The teacher cycles through 1 and 2 by alternately presenting examples and analyzing the hypotheses. In the process, ask the students to explain why they accepted or rejected the hypothesis.

Two Reasons for asking students to explain why they accepted or rejected the hypothesis.

Articulating their reasoning helps them develop their thinking.Other students benefit from hearing their reasoning described in words.

Phase III. Closure

Once the students have isolated a hypothesis, the lesson is ready for closure. The teacher asks the students to identify the critical characteristics of the concept and state a definition.

Phase IV. Application

Designed to increase students’ understanding of the concept and help them generalize to new examples. It provides students with opportunities to test their understanding with additional examples, and it gives the teacher feedback about that understanding.

Using the Concept – Attainment Model to Increase the Motivation and Self Regulation

Increasing Learner Motivation

Implementing lessons - the model is flexible and can be fun for both the teacher and the students. It is presented as a game – type.Adds variety to classroom activities, developing self-regulation

Developing Self – Regulation

Encouraging students to think about their own thinking helped them recognize that the process they were involved in had utility beyond the classroom.

Implementing Concept – Attainment Model ActivityIt is important to consider the developmental level of

the students.

Concept – Attainment Model II

It is a modification in the basic procedure designed to increase the emphasis on hypothesis testing and critical thinking.It begins in the same way as the basic procedure. But instead of presenting subsequent examples one at a time as in Concept – Attainment Model I, the teacher displays all the examples. The students are encouraged to scan the list for examples that might substantiate the hypothesis on the list. They choose an example and indicate whether they think it is positive or negative.

They also state which hypothesis would have to be rejected if their classification is correct. The teacher verifies the classification. If the classification is correct, the appropriate changes are made in the list of hypothesis; if incorrect, the hypotheses are reanalyzed in the light of the new information. The students then select additional examples and continue the process until one hypothesis is isolated.

Goal For the students to develop efficiency in their hypothesis testing.

Concept – Attainment Model III

Designed to extend the process of hypothesis testing even further.With Concept – Attainment Model III, after seeing the first two examples identified and labeled, students hypothesize concept names, but then they must supply their own examples and test the hypothesis.

Advantages:

1. The opportunity it affords learners to gather data.2. More authentic or realistic than Concept –

Attainment Model I or Concept – Attainment Model II.

3. Students actively investigate a concept they don’t fully understand.

4. Students can use of their own background knowledge and initiative in investigating hypotheses

5. This increases their control of the learning activity, which has been identified by researchers as a factor increasing learner’s intrinsic motivation

Assessing Student Outcomes of Concept – Attainment Activities

Two outcomes:1.Deeper understanding of concepts2.Increases critical thinking activities

Assessing Understanding of Concepts

Students’ attainment of a concept can be measured in one or more of four ways:

1.They identify or supply examples of the concept not previously encountered

2.They identify the concepts characteristics3.They relate the concept in other concepts4.They define concept.

Assessing Student’s Critical Thinking Abilities

More important than assessing their understanding of the concept itself. It involves simultaneous assessment of content understanding.