Fostering international students’ question skills through Enquiry-based learning
Fostering Skills Outcomes
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Transcript of Fostering Skills Outcomes
Skills Skills in the Social Studies Curriculum
Active Democratic Citizenship
Managing Information and Ideas
Critical and Creative thinking
Communication
Information Technology
Problem Solving
Human Relations and Literacy
Inquiry and Research
Geographical and Historical Thinking
Instructional Strategy for Skill-based (Psychomotor) Outcomes
Instructional Strategy for Skill-based Outcomes
1. Definitions, Theories and Principles
2. Instructional Strategies for Developing Skills
3. Considerations for planning your unit
4. References
Definitions, Theories and Principles
Learning outcomes are “ends-centric”
focusing on what is to be learned (i.e. the outcome or the end results).
Approaches to instruction are “means-centric” – how the learning is done (i.e. the method).
What is a skill?
Definitions
Skill is “the capacity to perform a given type of task
or activity with a given degree of effectiveness,
efficiency, speed…” (Romiszowski, 2009; Reigeluth & Carr-Chellman, 2009, p.63).
Romiszowski’s Skill Categories
Intellectual or cognitiveMotor, sensory or psychomotorPersonal or reactiveInteractive or interpersonal
Baseball (hockey, figure skating, chess,) was my salvation.
Au
to-p
ilot
The Reproductive-Productive Skill Continuum
Productive skills – “activities…planning of a procedure…to the specific situation … the application of theory, general principles, and creativity…underlying knowledge is heuristic rather than algorithmic.”
Reproductive skills – “activities that are repetitive and largely automatic….application of an appropriate procedure, or algorithm, for the task in hand.”
(Romiszowski, 2009; Reigeluth & Carr-Chellman, 2009, p.202).
Cog
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ive p
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What is Skill?
What is Knowledge?
Characteristics of Skill and Knowledge
Skill and knowledge are different qualities.
Knowledge – “information of which a person…..is aware…….a ‘go-no go’” quantity (either you have it or don’t); the “eureka [moment]…..one-shot manner” of organizing an idea with existing knowledge into new knowledge.
Skill – a quality “develops with experience and practice….seldom one-shot….repeated practice…..[for]….higher degrees of competencies.”
(Reigeluth & Carr-Chellman, 2009, pp.203-204).
Integration of Knowledge and Skill
Competence or competencyCluster of skills, abilities, habits,
character traits, and knowledge to perform a specific job well.
Knowledge Folds into Skill A low-level task (e.g. preparing a spreadsheet report)
involves skill that utilizes existing knowledge.
As the task moves from low- to high-level (e.g. developing a diagnosis on House) additional knowledge is required to supplement existing skill.
Skill and knowledge should be viewed as interdependent (not independent) qualities.
<---The Reproductive-Productive Skill Continuum--->
Domain of Skilled Activity
Reproductive Skills Knowledge content: Applying standard procedures (algorithms)
Productive Skills Knowledge content: applying principles and strategies (heuristics)
Cognitive Skills Decision making Problem solving Logical thinking
Dividing Numbers; Writing a grammatically correct sentence
Solving a new problem, inventing new procedure ,prove a theorem, creative writing
Psychomotor Skills Physical action, perceptual acuity
Repetitive or automated skills like typewriting, changing gear, running fast
“Strategy” or “Planning “ Skills like painting, defensive driving, playing football
Personal Skills Dealing with one’s self: attitudes and feelings, habits self-control
Conditioned habits and attitudes; approach and avoidance behaviours
Personal skills: developing a mental set or value system
Interpersonal Skills Dealing with others: (social habits and skills)
Conditioned social responses like good manners, pleasant tone of voice , socialized behaviours ,protocols
Interpersonal skills (leadership, supervision, etiquette persuasion, salesmanship)
PurposePurpose
(Awareness)
Environment
S
R
Stimulus , Situation, Signal
Response, Reply, Reaction, Ref lection
A Four-Stage Performance Cycle (Romiszowski, 1981; Reigeluth & Carr-Chellman, 2009, p.207)
The Skills Cycle
The Extended Skill Cycle (Romiszowski, 2009; Reigeluth & Carr-Chellman, 2009, p.220)
Instructional Strategies
New materials /new unit
Give exploration time, express prior knowledge, mess about, KWL
High Level Integrated Skills
“Productive”' tasks….…..thinking-through or ''reflection in action'' activity and continuous practice; “ ..mental rehearsal of the task during rest intervals
Feedback When teaching ''productive'' skills…..''debriefing'' or ''reflection-in-action.''
Transfer & generalization
Transfer and retention of reproductive skills…by ''over-learning'' or “over-practice”; productive skills…''debriefing''…''reflection in/on action.''
Video Story Production Technique Video Input
Video Input
Cable TV Set-Top Box
AVI Files3.9G (18mins) per file
PanasonicPC MotionDV DVD/HD Recorder Video
Studio 5.6E Output
Roxio DVD Creator
4.7GVideo Story Output
iMovie Project (10G or higher)
iMovie Timeline
Edited ScenesMOV File
4.7G
iDVD
PAL
TV Signal
Xilisoft DVD RipperiMovie for Mac
Windows2000 Pro
DVD-RW
MacPowerBook
Scene 3Scene 2
Scene 1
Scene 1 Scene 2 Scene
S1 S2 S3 S4
Chapter 1Chapter 2Chapter 3
DVD-Video
MacPowerBook G4
Video_TSVideo Extract
Extract 1
Extract 1
Scene 3Scene 2
Scene 1
VideoExtract
Text
Hard Disk DVD Drive
TV
TAPE
Example of
ComplexMentalModel
Tim Gallwey
What is The Inner Game?“There is always an inner game being played in your mind no matter what outer game you are playing. How aware you are of this game can make the difference between success and failure.” -Tim Gallwey
Inner Game
Awareness(Critical Variables)
Awareness is (often) curative. Ah ha!
Non Judgmental
Inner Game
Choice- Desired Future Outcome
Inner Game
T
Trust ACT
It don’t mean a thing if it ain’t got that zing
Performance
Learning
Enjoyment
Motivation Theories
Purpose, Autonomy,Mastery
ARCS
STOP (Reflection-in-Action)
Step Back
Think
Organize yourself
Proceed Rest
Time-outs• Beginning• Middle• End (of
day/class)
Paradoxes To develop skill and confidence in the learner- try not to solve the problems of your students, instead facilitate their problem solving skills
Teach less so that more is learned.
Try to put yourself in your students’ shoes
Transposing (Empathy)“What the student hears is (usually)
more important than what the teacher says and there is usually a big difference between the two.”
Relationship to Social Studies
Incorporate performances of understanding (authentic products)
Work on routines and the automaticity of reproductive skills in service of productive skills;
Talk assessment with students (jointly develop criteria)
Portfolios to show skill growth
.
Discussion
What are some of the critical variables that span the cognitive, psychomotor, personal and interpersonal domains in the skills threaded into the Social Studies curriculum.
Summary
Learning outcomes (ends-centric) versus instructional approaches (means-centric);
Skill classification – cognitive, psychomotor, personal (reactive) & interpersonal (interactive);
Reproductive (algorithm) - productive (heuristic) skill continuum
The Skill Cycle The Extended Skill Cycle Tim Gallwey, The Inner Game
6. References
6. References