Bridging the High School - Uni

GapsBrent A. Jones

Konan University, Hirao School of ManagementTeachers Helping Teachers (THT)

Overview

Bridge 1 - Concrete to Abstract

Bridge 2 - Apathy to Engagement

Bridge 3 - Theory to Practice

Concrete to Abstract

Apathy to Engagement

Behavioural

Cognitive

Emotional

Apathy to Engagement

Behavioural

Cognitive

Emotional

Apathy to Engagement

Basic Psychological Needs

Competence

Relatedness

Autonomy

Theory to Practice

Problem-Based Learning

Project-Based Learning

Service-Learning

Problem-Based LearningThe goals of PBL are to help students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation.

Hmelo-Silver, C. (2004)

Project-Based Learning

Beer Industry Project

Appreciative Inquiry Project

Service Learning

Service learning is a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards.

Service LearningOral Histories Project

Philippines Study Tour

Engagement, Capacity & Continuity (Jolly, Campbell & Perlman, 2004)

Engagement (awareness, interest, and motivation), capacity (acquired knowledge and skills), and continuity (institutional and programmatic opportunities, resources, and guidance) are three key considerations in designing and delivering student support and learning activities to successfully bridge the gap from high school to university.

Bibliography

Buck Institute for Education (2015). Why project-based learning (PBL)? Retrieved from http://bie.org/

Csíkszentmihályi, Mihály (1990). Flow: The psychology of optimal experience. New York: Harper and Row.

Hmelo-Silver, C. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review 16(3), 235–266.

Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149-172). New York: Springer.

Ryan, R. & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.