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Overview 概要 ...

Overview 概要. Student Centred Learning 以学生为中心的学习 Three questions 三个问题 Teaching cycle 教学圈 Kolb Experiential Learning Cycle 实践教学圈 Teaching … Role/Teaching methods 角色 / 教法 Learning … 教学 Learning styles 教学风格 Labelling learners 给学习者贴标签 Theories 理论 Models of learning 学习模式

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Overview 概要 ...

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  1. Overview概要... • Student Centred Learning 以学生为中心的学习 • Three questions三个问题 • Teaching cycle教学圈 • Kolb Experiential Learning Cycle实践教学圈 Teaching … Role/Teaching methods 角色/教法 • Learning …教学 Learning styles教学风格 Labelling learners给学习者贴标签 Theories理论 Models of learning学习模式 Resourcing/room layout资源利用/教室设计 • Assessment评价 • Application of SCL以学生为中心教学方法的应用 • Session 1 Introduction介绍 • Session 2 Ground Rules 基本规则 • Session 3 Student Centred Learning • 以学生为中心的学习 • Session 4 Learning学习 • Session 5 Practical Activities实操活动 • Session 6 Simulation模拟 • Session 7 Modelling and using objects • 模拟和使用实物 • Session 8 Managing learning管理学习 • Session 9 Projects and independent study • 项目教学和独立学习 • Session 10 Working in groups • 小组学习 • Session 11-13 Student learning activities • 学生学习活动 • Session 14 Plenaries and learning • 集合与学习 • Session 15 Applying SCL in your workplace 将以学生为中心的教学方法应用到工作中

  2. Key principles of a student-centred learning approach以以学生为中心教学法的基本原则 9.The teacher acts as facilitator of learning rather than as presenter of knowledge教师充当学习的促进者,而不是知识的呈现者 1.Students’ prior knowledge and experiences are taken into account充分利用学生已有的知识和经验 Student-centred learning 以学生为中心的教学法 2.Students’ needs and learning preferences are taken into account考虑学生的需求和学习爱好 8.Activities/ resources are used to motivate/ support/ challenge students使用活动或资料来激励/帮助/挑战学生 3.Formative assessment, peer assessment and self assessment help students learn形成性评价、同学评估和自我评价对学习有帮助 7.Students are encouraged to develop own ideas and problem-solving skills鼓励学生提出自己的想法,培养决问题的能力 6.Students are encouraged to become independent learners鼓励 学生独立学习 4.Students develop key employability skills培养学生核心就业技能 5.Students are actively participating in the learning process学生积极参与学习过程

  3. Three questions3个问题 … • What do I want the students to learn? • 想让学生学什么? • AIMS AND OBJECTIVES目的 3. How will I know what they have learned? 怎样知道他们学会了? ASSESSMENT评价 2. How can I help them learn it? 怎样教他们学会? METHODS, ACTIVITIES AND RESOURCES方法、活动与资源

  4. Consider想一想 … “I hear and I forget 我听后会忘记, I see and I remember, 我看后能记住, I do and I understand.” 我做后能明白。

  5. Consider想一想…

  6. Task: How would you learn best to..?任务:怎样学……最好? Make a cup of tea 沏茶 Tie a shoelace 系鞋带 Ride a bicycle 骑自行车 Give directions to your home 介绍去你家的路线

  7. Pragmatist Activist’s Theorist Reflector’s Experience体验 (activity/exercise, etc.)活动/练习 Planning the next steps 计划下一步 Kolb (1984) Learning Cycle学习圈 Reviewing the Experience复习 Concluding from the experience总结 Kolb,D. (1984) Experiential Learning, New Jersey, Prentice-Hall Inc

  8. TEACHING CYCLE教学圈 TARGET GROUP 目标组 OBJECTIVES 目标 ASSESSMENT 评价 TEACHING CYCLE 教学圈 TEACHING METHODS教法 RESOURCES 资源

  9. Learning styles can also be described as : 学习风格的另一种表述 Auditory 听觉型 Visual 视觉型 Tactile 触觉型orkinesthetic 运动觉型

  10. Two Models of Learning2种学习模式 • Modern / Action • 现代/行为 • Active 主动 • Search 探索 • Seek satisfaction需求满足 • Inner drive内驱动力 • Keywords : ‘create’, ‘discover’ •   关键词:“创造、发现” • Problem-solving解决问题 • Self-learning 自我学习 • Traditional / Input • 传统/输入 • Passive 被动 • Receipt 接收 • Fills a deficit 填补空缺 • Outside stimulus 外部刺激 • Keywords ‘give’, ‘impart’, ‘convey’ •   关键词:“给、传授、传送” • Transfer of skills and knowledge 传授知识和技巧 • Need for teacher 需要老师

  11. The Role of the Teacher教师的角色 … • Mentor指导者 • Counsellor顾问 • Tutor辅导者 • Facilitator促进者 • Manager管理者 • Team Leader领队 • Administrator资料员 • Adjudicator评价者 • Mediator协调者

  12. Teaching methods 教学方法… Most Control 控制最多 Teacher ControlledLecture讲授, demonstration 演示 教师控制 Structured discussion有组织的讨论 Less Controlled Unstructured discussion自由讨论, 控制少 Seminar讨论课 Practical实操课 Shared Control Tutorial辅导, Simulation模拟, 师生相互控制 Roleplay角色扮演 Resources based learning利用资源学习 Least ControlDistance learning远程学习 教师控制 Discovery projects项目教学 Real life experiences实习 LeastControl 控制最少

  13. Teaching should notbe thought of astransmissionbut as anengagement…教学是参与,而不是灌输……。(Light and Cox 2001) Teaching 教学…

  14. Changes in activity变换活动… “restore attention andconcentration” 能吸引学生注意,使他们集中精力。 (Biggs 2003:102) …

  15. U – SHAPE U形座位

  16. BISTRO圆桌座位 /小餐馆形

  17. HERRING BONE 鱼骨型 /RIBCAGE 肋骨架型

  18. ROWS 横排座位

  19. Autobiographical Lenses自身的角度 Peer Lenses 同行的角度 Client/learnerLenses 客户/学生的角度 Theoretical Lenses理论角度 Viewing experiences through从不同镜头看 Brookfield’s Lenses (Brookfield, S. (1995) Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass )

  20. Assessment definitions评价的定义… Summative assessment 终结性评价 This is assessment oflearning   是对学习的评价 Formative assessment 形成性评价 This is assessment forlearning.  是为学习进行的评价

  21. Assessment for Learning 为学习的评价… Some principles 原则 1.… should be part of effective planning of teaching and learning    应该是有效进行教学设计的一部分。 2.… should focus on how students learn    应把重点放在学生的学习方法上。 3.… should be recognised as central to practice   应视为教学实践的重要环节。 4.… should be sensitive and constructive because any assessment has an emotional impact 任何评价都对情感有影响,因此评价应谨慎和有建设性。   5.…should take account of learner motivation应考虑学生的学习动机。 6.…should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed    应有助于实现教学目标,并使师生都理解评价他们的标准。 7. Learners should receive constructive guidance about how to improve   学习者应得到有关如何改进的建设性指导。 8. … develops learners' capacity for self-assessment so that they can become reflective and self-managing   培养学生的自我评价能力,使其能自我反思和自我管理。

  22. Robust assessment 有效的评价… Assessment for Learning is对学习的评价应该 … Accurate assessment (knowing standards) 准确(熟悉标准) Fair assessment (valid methods) 公正(使用有效的方法) Reliable assessment (judgements are consistent) 可靠(结论应前后一致) Useful assessment (identifying how to progress) 有用(明确如何推进) Focused assessment (identifying blocks in a student’s progress) 重点突出(找出学生的学习障碍) Continuity of assessment (each assessment stage is clear)  连续 (每个评价阶段非常清楚)

  23. Assessment评价 …feedback反馈 … To be useful to learners, assessment should lead to feedback:  要对学生有用,评价须能产生反馈。 Feedback can be 反馈的形式: Oral 口头的 Written 书面的 Non verbal 非言语的

  24. Features that will influence learning 影响学习的因素 Stimulating all the senses 刺激所有感官 Atmosphere free from undue pressure and stress, but with a degree of pleasurable interest环境没有过多的压力,却有些许趣味性。 Series of novel changes that are neither too hard or easy  一系列难易适度的新奇变化 Encourages social interaction for some activities  鼓励某些活动中的社会交往。 Promotes the development of skills and interests that are mental, aesthetic, social and emotional  鼓励培养心智、审美、社会和情感方面的技能和兴趣。 Encourages the learner to be an active participant 鼓励学习者积极参与。 (Cleeves Diamond 1999)

  25. Features that will influence learning (- ive) 影响学习的因素 • Requiring use of a limited set of the senses 需要的视角单一 • An uninviting atmosphere or a threatening one creating pressure and stress 气氛沉闷、压抑 • Setting monotonous or repetitive tasks with demands not linked to capabilities 作业重复单调,无需太多技能 • Isolating learners from one another (physically and/or socially) 学生相互隔离 • Promoting an uneven profile of skills and interests between the mental, aesthetic, social and emotional • 使学生的心智、审美、社交和心理技能发展不全面 • Encouraging learners to be passive, dependent and docile. • 鼓励学生被动、依赖和顺从

  26. Application to your setting 应用到自己的工作环境 In transfering Student Centred Learning to your setting what might be the barriers to success?  在本单位采用以学生为中心的教学法有何障碍? Competence? 能力? To much of a shift in practice? 教学方法变动太大? Too radical? 过于激进? Therefore-why not start small – engage agents of change (students?)   那为何不进行小幅度的变化呢? Build/contribute to a culture of change 建设/催生一种求变的文化 Make clear the expectations of you as teacher 明确自己作为教师的期待 As you prepare your ‘activities’ think about…准备活动时,请思考: • What will your ‘activities’ look like? 你的活动会是什么样子? • This ‘activity package’ should be easy to transfer to your setting   这个“活动包”应该易于在自己的单位实施。 Now it is over to you … engage and be active 现在请积极参与

  27. Honey and Mumford’s’ ‘Learning Styles’ 学习风格…

  28. Honey and Mumfords’ ‘Learning Styles’学习风格 … • Pragmatist ... Let’s try it ...实用主义者:让我试试 • Relevant and practical相关和实用 • Try things out with support from an expert在专家帮助下尝试解决问题 • Given immediate opportunities to implement what learnt给机会现学现做 • Problem solving解决问题 • Activists ... Let’s do it ...行为主义者:让我做吧 • New experiences新的体验 • ‘Have a go’试一试 • Problem solving解决问题 • Team work团队合作 • Reflector ... Let’s think about it ...反思者:让我想想 • Thinking things through全面考虑 • Observation观察 • Paired discussions结对讨论 • Opportunity to review and reflect给机会总结和反思 • Theorist ... Let’s understand it ...理论家 • Models and concepts模型和概念 • Lectures讲课 • Following step-by-step instructions讲课循序渐进 • Opportunity to ask questions and probe ideas给机会提问题和发表自己的观点

  29. Labelling learners给学习者贴标签... Franklin’s (2006) labels... Learners being labelled as being particular types of learner... 学习者都是具体某种类型的学习者 Honey-Mumford’s • Pragmatist实用主义者 • Activist行为主义者 • Reflector反思者 • Theorist理论家 But takes no account of context 没考虑语境 (Coffield et al.) … Gardner’s labels (2003) – (Multiple intelligences多种智能) • Logical mathematical逻辑数学的 • Linguistic语言的 • Musical音乐的 • Spatial空间的 • Bodily kinaesthetic运动觉 • Interpersonal人际的 • Intrapersonal 内心的 • Naturalist自然主义者 • Spiritual精神上的

  30. Theories of learning学习理论… Piaget: Cognitive Development Theory 皮亚杰:认知发展理论 • Physical maturation leads to sequential development that includes cognitive development. 身体发育导致包括认知发展在内的顺序发展。 Learners thought to learn new concepts by assimilation, taking in and adapting new information to fit existing concepts • and by, accommodation, modifying concepts in light of new information. 学习新概念需通过同化和适应。同化指接收新的信息,并使之适用已有的概念;适应指根据新的信息修改概念。

  31. Theories of Learning 学习理论… Vygotsky维果斯基: • Social constructivism: Talk and social interaction are the key learning tools. 社会建构论:讨论和社会互动是学习工具的关键。 ‘What a child can do today in co-operation, tomorrow he will be able to do on his own’. 小孩今天能合作完成的事情,明天他就能单独完成。 • Scaffolding: extending what learners can do by breaking the learning process down into easy steps. • 脚手架:将学习过程分解成几个容易的步骤能拓展学生的能力。 Bruner布鲁纳: the spiral curriculum螺旋式课程 • The curriculum re-visits topics, allowing learners to address increasingly complex components of a topic. 复习学过的内容,使学生能理解越来越复杂的新内容。

  32. Learning学习adapted from Wegerif(2002:9)

  33. LEARNING THEORIES学习理论… Behaviourist – ‘scientific’ / animals / skills 行为主义:科学的/动物/技能 Cognitivist – how people understand material 认知派:人们如何理解物质 Constructivist – creating new meanings/ joint effort usually involved 实证主义:创造新的意义/通常需要共同努力 Humanist – value driven / facilitating role 人文主义:价值驱动,推动着角色

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