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TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE
MEANINGFUL LEARNING AND TEACHING PROCESSES
Curated by Marta Braylan
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Rescooped by Marta Braylan from Engagement Based Teaching and Learning
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Learning To Learn: 7 Dimensions Of Effective Learning

Learning To Learn: 7 Dimensions Of Effective Learning | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Guy Claxton is professor of education at Bristol University, and author of Hare Brain, Tortoise Mind How Intelligence Increases When You Think Less (1997). Among other concepts, he is interested in how people learn.

Via Mary Perfitt-Nelson
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Mary Perfitt-Nelson's curator insight, April 13, 2013 7:59 PM

More than anything else, the concept of self-directed, entrepreneurial learning and transfer stand out. Learning how to learn is very different than learning content. In the 21st century, access to content and resources is no longer in short supply, but rather access to learning pathways, and authentic reasons to learn, which is where meaning making, critical curiosity, and resilience come in. Making that shift in your own mind is important for these dimensions to be relevant.

The shift is from learning content to learning how to learn.

The takeaways for teachers probably start with the role of the student in the learning process: voice, choice, personalization, self-direction, project-based learning, and other low-hanging fruit of current trends in learning.

 

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Some thoughts on PRIOR KNOWLEDGE. By Marta Braylan

It often occurs that we get confused with the concept of prior knowledge and its relationship to construction of new learning. It would only seem logical to always find out what the students know before delivering a class or a course of any discipline. However, the difference resides in what information we would be looking for and the purpose of retrieving that data.

 

When we work with CLIL projects it is necessary to spend enough time in the process of exploring previous knowledge through different tools. The links that students can make to their personal experience and lives, the hypotheses and ideas they may have incidentally acquired about a certain topic will all contribute to set their always curious minds to work.

 

Lev Vygotsky said " Learning always proceeds from the known to the new. Good teaching will recognize and build on this connection."

 

Some tips to explore prior knowledge:

-Use various tools individually or in groups such as: incomplete phrases or sentences, brainstorming, short multiple choice questionnaires, graphic organizers, cartoons, short videos, pictures, parts of stories and others.

-Accept all the opinions without judging or correcting, stating that you are in an exploratory stage and that all ideas will be welcomed.

-Keep a record of students' ideas to use at a later stage.

-Refrain from correcting or indicating the right response.

-Use your observations and collected information to decide on the project's future path.

 

Good CLIL lessons should initiate by favoring risk taking to express ideas through drawings, writings and brainstorming allowing for different views and tolerating wrong or hilarious answers avoiding any judgment.

 

It will be throughout the process of experiencing the unit/project that the students together with appropriate teacher's interventions and class discussions will be able to reflect on their own ideas. Teacher's tolerance, observation and confidence in students' possibilities are of crucial importance to set the atmosphere of high challenge and high support classrooms.

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