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LEARNING MODES (LMs)
ANTÓNIO DUARTE
UNIVERSITY OF LISBONFACULTY of PSYCHOLOGY PORTUGAL
THE UNIVERSITY OF THE AEGEAN
SUMMER SCHOOL
Multigrade Teaching: New Educational Methodologies for the "Standard" and Multigrade Schools
8-16 July 2011 Rhodes - Greece
Contents
I1. What are LMs?
2. How many LMs?
3. LMs in different tasks: the case of ICT based learning
4. LMs & Education
5. Natural practices for LMs
II6. Research-based practices for LMs : the case of active ICT based learning
7. Resources.
-Variation observed in the learning process (e.g. individualistic - collaborative)
-Variation sources: learning situation / learning needs
-Diversity of learning modes more or less adapted to students / situations
-Consistent use: Learning Style.
1. What are LMs?
DEPENDENT
ACTIVE
PASSIVE
NEGATIVE POSITIVE
COOPERATIVE
INDIVIDUALIST
AUTONOMOUS
MULTISENSORIAL
UNISENSORIAL
Learning Dimensions
COGNITIVE
RELATIONAL
SENSORIAL
MOTIVATIONAL
2. How many LMs?
3. LMs in different tasks
the case of ICT based learning
COGNITIVE
DIMENSION
ACTIVE
PASSIVE
ICT BASED LEARNING
LEARNING WITH ICT
LEARNING FROM ICT
KNOWLEDGE CONSTRUCTION WITH ICT
- multi & meaningful representation of personal knowledge
- critical thinking
LEARNERSIMPROVE BY USING PREFERED
LMs OR
A VARIETY OF MODES
VARIATION OF PRACTICES
LEARNERS IMPROVE WITH CERTAIN
LMs
PROMOTION OF PARTICULAR LMs:
• COOPERATIVE • AUTONOMOUS
• POSITIVE MOTIVATED• ACTIVE
• MULTISENSORIAL
4. LMs & Educationtwo perspectives:
Exercise
List the teaching practices you use/can use for promoting the following learning modes:
• COOPERATIVE • AUTONOMOUS • POSITIVE MOTIVATED• ACTIVE• MULTISENSORIAL
Natural practices for LMs (Duarte & Paasimäki, 2007)
practices for collaborative learning
• Collective reading & writing
• Group problems
• Group projects
• Collective games.
Natural practices for LMs practices for autonomous learning
• Several open thematic areas in the classroom• Setting of problems
• Distribution of tasks and delegation of responsibilities • Encouragement of autonomous learning or of task definition
• Task definition• Prompt of Planning and Joint work evaluation.
Natural practices for LMs practices for positive motivation
• Free-choice activities• Open problems• Familiar examples • Familiar tasks; Easy tasks (for those with difficulties) or
Challenging tasks (for more competent pupils)• Encouragement of knowledge appliance• Enthusiasm & Optimism• Dramatic reading • Reciprocal teaching• Inviting parents & guests • Encouragement, Self-evaluation & Positive reinforcement• Assistance demanding Home works.
Natural practices for LMs Practices For Active Learning
• Tactile-kinestesic learning• Discovery learning• Open tasks• Reciprocal teaching• Writing tasks
• Questioning & Empirical testing of pupil’s conceptions• Use of pupils’ language• Questioning, Explaining, Discussing.
Natural practices for LMs Practices for Multisensorial Learning
• Study visits • Practical situations for contact with real objects • Activities for exploring and discovering • Using films or slideshows to support learning • Arranging opportunities for smelling different odors related
to content • Inviting guests for presenting information in a multi-
sensorial way • Demanding verbal descriptions of touched objects • Organizing dramatic expression of contents • Demanding pupils’ expression or presentation of
information in a multi-sensorial way.
Natural practices for LMspractices for active ICT based learning
Prompting:
• computer-based search, organization, transformation & presentation of information
• small-group work with the computer
• communication with other pupils via computer.
Natural practices for LMs
Variation of practices in function of learners’ LMs
• personalized-teaching
• attending alternatively to small groups
(while others work autonomosly)
• differentiating contents, methods and materials
(e.g. more concrete or more abstract).
Exercise
a) choose one/two practices for promoting one of these LMs:
-cooperative
-autonomous
-positive motivated
-active
-multisensorial
b) Sketch a plan:
1. When to use the practice?
2. In which groups?
3. How to organize the groups?
4. How to organize the materials?
5. What eventual adaptations of the practice are to be made?
3. Research-based practices for LMs (www.nemed-project.org)
LMs PRACTICES
ACTIVE LEARNING INQUIRY LEARNING
COOPERATIVE LEARNING ENTREPRENEURSHIP
POSITIVE MOTIVATED LEARNING CONCEPTUAL CHANGE
AUTONOMOUS LEARNING STRATEGIES GAME
MULTISENSORIAL LEARNING MULTIMODAL ASSOCIATION
ACTIVE ICT BASED LEARNING CONCEPTUAL MAPS
ACTIVE ICT BASED LEARNING
Practice: Conceptual Maps
DEFINITION
PRESENTING AND ENCOURAGING LEARNERS TO USE A SOFTWARE APPLICATION TO SUPPORT THE DEVELOPMENT OF cMAPS
WHAT ARE cMAPS? (OR SEMANTIC NETWORKS)
SPATIAL REPRESENTATIONS OF CONCEPTS (AND THEIR RELATIONS) THAT VISUALIZE MENTAL KNOWLEDGE STRUCTURES
- NODULES REPRESENT CONCEPTS (TEXT / IMAGES)
- LINES REPRESENT RELATION BETWEEN CONCEPTS.
EXAMPLES
ACTIVE ICT BASED LEARNING
Practice: Conceptual Maps
RATIONAL
cMAPS FACILITATE ACTIVE LEARNING BY: -ENCOURAGING “HYPERMEDIA” STRUCTURING OF CONTENT, IN TOPICS AND SUBTOPICS, HIERARCHICALLY OR FUNCTIONALLY RELATED IN A VISUAL FORM (HELPS TO ORGANIZE INFORMATION AND TO DEVELOP A WELL STRUCTURED KNOWLEDGE BASE) -ALLOWING AN ACTIVE AND INTERACTIVE CONTENT EXPLORATION -ALIGNING WITH LEARNERS’ MOTIVATION TOWARD ICT .
ACTIVE ICT BASED LEARNING
Practice: Conceptual Maps
GOALS
STIMULATE ACTIVE LEARNING BY ENCOURAGING AN ORGANIZED AND MEANINGFUL KNOWLEDGE STRUCTURE.
ACTIVE ICT BASED LEARNING
Practice: Conceptual Maps
PROCEDURE -PRESENT A SOFTWARE APPLICATION FOR cMAPS (E.G. “CMAP TOOLS” – HTTP://CMAP.IHMC.US/ - KIDSINSPIRATION). -EXEMPLIFY
-CLARIFY THE CHARACTERISTICS OF AN ACTIVE LEARNING WITH THIS KIND OF SOFTWARE
- DEMAND REHARSAL -SUPPLY “FEEDBACK”.
ACTIVE ICT BASED LEARNING
Practice: Conceptual Maps
ACTIVE ICT BASED LEARNING
Practice: Conceptual Maps CHARACTERISTICS OF AN ACTIVE LEARNING WITH THIS KIND OF SOFTWARE: · COMPLEXITY (HIGH NUMBER OF CONCEPTS AT DIFFERENT LEVELS) · PRECISE DIFFERENTIATION OF CONTENTS · STRUCTURING AND RESTRUCTURING OF CONCEPTS (I.E. SEGMENTING INITIAL CONCEPTS, ADDING NEW CONCEPTS, MODIFYING OR DELETING INITIAL CONCEPTS, CHANGING THE ORDER OF CONCEPTS, ETC.) · “DESCRIPTIVE” AND “INTERPRETATIVE” CONCEPTS (I.E. PERSONAL IDEAS, INFERENCES, LIMITATIONS, CRITICS, RELATED INFORMATION, IMPLICATIONS, ETC.) · ORIGINAL CONCEPTS· HIGH (BUT NOT EXAGGERATED) NUMBER OF LINKS BETWEEN CONCEPTS · VARIED TYPES OF LINKS BETWEEN CONCEPTS (E.G. “IS A PART OF”; “IS EXAMPLE OF”; “IS FACTOR OF”; “DEPENDS ON”; “IS IN SEQUENCE OF”) · DESCRIPTION OF THE LINKS BETWEEN CONCEPTS · HYPERLINKING OF CONCEPTS WITH OTHER FILES.
EVALUATION (CRITERIA):
· DIVERSIFICATION OF INFORMATION · COMPLEXITY OF THE MAP (E.G. NUMBER OF CONCEPTS, LINKS AND LEVELS) · DISCRIMINATION CLARITY OF CONCEPTS · DYNAMICS OF STRUCTURING AND RESTRUCTURING THE CONCEPTS · PRESENCE OF “INTERPRETATIVE” CONCEPTS
· PRESENCE OF ORIGINAL CONCEPTS · DIVERSIFICATION OF TYPES OF LINKS BETWEEN CONCEPTS · PRESENCE OF NAMED LINKS BETWEEN CONCEPTS
• PRESENCE OF HYPERLINKS.
ACTIVE ICT BASED LEARNING
Practice: Conceptual Maps
Exercise
a) Exemplify the use of concept mapping with a curricular content
b) Evaluate the CMap exemplified by a colleague
RESOURCES
JONASSEN D. H. (1995). COMPUTERS IN THE CLASSROOM: MINDTOOLS FOR CRITICAL THINKING. MERRIL PR.
JONASSEN D. H., CHAD, C. & YUEH, H. (1998). COMPUTERS AS MINDTOOLS FOR ENGAGING LEARNERS IN CRITICAL THINKING. TECHTRENDS, 43(2), PP24-32. (INTERNET)
NOVAK, J. D. & CAÑAS A. J. (2006). THE THEORY UNDERLYING CONCEPT MAPS AND HOW TO CONSTRUCT THEM. (HTTP://CMAP.IHMC.US/PUBLICATIONS/RESEARCHPAPERS/THEORYUNDERLYINGCONCEPTMAPS.PDF)
THANK YOU FOR YOUR ATTENTION
António M. Duarte ([email protected])
University of LisbonFaculty of Psychology
Portugal
THE UNIVERSITY OF THE AEGEAN
SUMMER SCHOOL
Multigrade Teaching: New Educational Methodologies for the "Standard" and Multigrade Schools
8-12 July 2010 Rhodes - Greece