Saint Joseph School Professional day march 2, 2012
-
Upload
claudineaziz -
Category
Education
-
view
136 -
download
2
description
Transcript of Saint Joseph School Professional day march 2, 2012
SJS Professional Day
March 2, 2012
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
ActivitiesActivity 1:Draw 4 lines that pass through all the
points in the figure. (2 minutes)
Activity 2:Remove 8 lines from the figure keeping 2
squares that don’t intersect. (2 minutes)
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
Didactic Triangle
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning ProcessEducational Theories about the Teaching ProcessReasons for ErrorsRemedialRemarks in RASReflection and Studying of Documents RAS PolicySolution to Activities
Learning ProcessWhat is our conception of the learning
process, or otherwise said, how do our students learn?
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
Teaching ProcessWhat is our conception of the teaching
process, or otherwise said, what should characterize the activities that we propose to students to facilitate learning?
Teaching and Learning
Conclusion to both Processes
It seems obvious that the analysis of errors is strictly linked to our vision and perception of how students learn, while selecting an appropriate remedial is linked to our perception of teaching.
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
Educational Theories about the Learning Process
Learning styles Kolb: Innovator (why?), analytic (what is there to
know?), practical (how?), dynamic (what will happen if?)
Dunn and Dunn: Visual, auditory, haptic or kinesthetic
Gardner: Multiple intelligences (Intrapersonal, interpersonal, kinesthetic, linguistic, logical-mathematical, musical, visual-spatial, naturalistic
Learning Styles
Educational Theories about the Learning Process
Learning strategies as described by different educational specialists
Direct strategies: Memorization (mnemonics) Compensation (seek help, invent) Cognitive (repeat, analyze)
Indirect strategies: Meta-cognitive (practice, organize, self-monitor) Affective (phrase out challenges, self-boost) Social (ask questions, work in groups)
Educational Theories about the Learning Process
4 categories: Affective (stress management, auto-
motivation) Cognitive (observation, resolution,
solution) Meta-cognitive (auto-evaluate,
synthesize, organize learning) Management of resources (time
management, planning)
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
Educational Theories about the Teaching Process
Therer and Willemart, based on Blake and Mouton, defined four teaching styles: Transmissive (focused mostly on content) Inciting (focused both on content and learner) Associative (focused more on student then on
content) Permissive (focused on neither)
Teaching models Transmissive – behaviorist (Pavlov, Skinner) Cognitivist (Piaget) - constructivist (Vygotsky)
ConclusionTeaching is a communication process that
facilitates learning. Teaching, hence, is not just transmitting; it is provoking, organizing, facilitating and managing. Teaching and learning are no longer two paradigms, but rather intertwined at the two ends of a continuum as such from teaching to learning:
ConclusionTeaching and Learning Continuum
To teach
To teach how to learn
To teach how to learn to
learn
To favor learning
To let learn
Teaching Learning
ConclusionTo teach (using teaching methods)To teach how to learn (the teacher
manages with the learners the contact
between teaching and learning strategies)To teach how to learn to learn (the teacher
proposes differentiated learning methods)
ConclusionTo favor the learning to learn (the
teacher helps every learner to
acquire his customized learning
methods)To let learn (the teacher allows the
learners to utilize their customized
learning methods for further learning)
“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”
Confucius (551 – 479 BC)
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
Reasons for ErrorsRecap. on plenary session:In most reviewed RAS papers,
teachers suggested one reason for an error. other teachers described the error in the cell
reason others simply wrote the source or the cause all perceived the error as the student’s fault
Reasons for ErrorsWe need to take into consideration that:
there may be several reasons for an error the description of the error which is in fact an observation of the error, is stated in the RAS sheet in the cells6 Error (where)7 (frequency) 8 Type of error (what)
Reasons for ErrorsThe need to analyze the error based on our
conception of the learning and teaching processes
Reasons for Errors For the category reasons: The differences
between sources and causes and consequent results The sources of the error could be the answer to
the question: What caused the learner to answer the way he/she answered while taking the test?
This is in relation to the students learning style and strategies
Reasons for Errors The causes for the error could be the answer to the
question: What in the learner’s background caused him to make this error. It could include options such as: Lack of diversification of examples or activities Teaching style too theoretical General difficulties such as abstractions … Lack of time for assimilation
This is in relation to the teaching style and strategies
Reasons for ErrorsThe reasons for the error could be
Intrinsic reasons or reasons related to the learner himself, namely:
• The learner’s cognitive structures• Factors related to his conative commitment (the
energy he decides to employ for learning)• Factors related to his affective commitment (the
impact of the subject and the learning itself have on the learner)
• Factors related to commitment, to motivation, task management …
Reasons for ErrorsExtrinsic reasons or reasons related
to the teaching context, namely:• The way the teaching activities are
structured• The quality of the teaching activities (lack
of concrete examples, unclear pronunciation by the teacher ...)
• The dominant cognitive teaching style (Visual, auditory, kinesthetic ...)
Reasons for Errors• Extrinsic reasons or reasons
related to the teaching context, namely:• The nature of the experience of the learner vis-
à-vis the learning (failure, punishments)• The lack of occasions to employ acquired
knowledge in situations• Lack of stimulus in the family environment
Reasons for Errors L’académie de la Sarthe on sources and
causes of errors Errors related to the situation:
New situation Known situation but requiring a line of thinking or
reasoning that the student does not master Known situation but requiring important constraints, in
terms of time, of number of exercises …
Reasons for Errors
Reasons for Errors L’académie de la Sarthe on sources and
causes of errors Errors related to the instructions:
The formulation of the instruction (ambiguous, double meaning, complex vocabulary etc.)
The understanding of the instruction (reading problem, adding, omitting or replacing elements in the instruction)
The learner’s comportment vis-à-vis the instruction (lack of autonomy, too little or too much anticipation, forgetting the instruction, not re-reading the instructions)
Reasons for Errors L’académie de la Sarthe on sources and
causes of errors Errors related to intellectual operations:
Repetition (to indicate, copy, reproduce, recite) Conceptualization (to pass from grasping the meaning
of objects or events to moving to a general representation)
Application (to make use of acquisitions and rules of one domain and apply them to another)
Exploration (to extract a particular element from a given and characterized set)
Reasons for Errors L’académie de la Sarthe on sources and
causes of errors Errors related to intellectual operations:
Mobilization (to refer to the entire set of acquisitions and extract certain elements in response to specific and new conditions)
Reinvestment (to transfer knowledge from one learning situation into a parallel or totally new one)
Errors related to prerequisites (partially acquired previous knowledge, not consolidated or incorrect or simply not acquired)
Reasons for Errors Astolfi on sources and causes of errors,
Astolfi who defined errors as epistemological obstacles
Errors related to the teaching process: Writing and understanding of instructions Problems related to transfer Internal complexity of content
Errors related to the learning process: Alternative representations (comparing old to new
representations) Gaps from expected processes Intellectual operations available
Reasons for ErrorsComplexity of
contentWriting and
understanding of instructions
Problems related to transfer
Alternative representations
Gap from expected processes
Available intellectual operations
Epistemological Obstacles
Didactic Obstacles
Psychological Obstacles
Decoding the didactic custom
State of cognitive overload
Reasons for Errors Astolfi on sources and causes, Astolfi
defined errors as epistemological obstacles Errors related to the teaching – learning continuum:
Cognitive overload Decoding the didactic custom (understanding what the
teacher requests)
Reasons for ErrorsRecap. on reasons for errors:
Intrinsic, extrinsic La Sarthe: errors related to situation, to instructions, to
intellectual operations, errors prerequisites Astolfi errors to teaching process, to learning process, to the
training/education process
Hence the error is related to either the student with his perception, background, learning styles or to the teacher with his teaching style, preparation planning
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
RemedialDescribe the remedial as a set of options
rather than a single procedure. Define whether the remedial is linked to
the teaching or learning processes or both.Define the type/title of the decided tasks:
Preparing the tools, resources Informing administration and concerned for needs
Specify the timing and duration of remediation and the consequent results on work progress and syllabus.
RemedialSpecify the form or modality of the
remedial: Feedback (through answer key or others) Remediation at a whole class level depending on recurrence and
percentage of errors, minimal criteria not met, prerequisites not acquired …
At a class level but based on students grouped by needs Extra work which starts in class and is completed at home
The consequences of agreed upon remedial should be reflected in subsequent RAS’s.
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
Remarks in RASThis area is allocated in case one or more
students require specific remedial outside the classroom.
The specific remedial could be in the form of sessions or special lessons.
Students are named here provided that there is a complete description of the procedure to be followed in their case.
This need is to be processed to the administration, department members, and consequently to parents.
Remarks in RASThe remarks area could be reserved
also for commenting on the inefficiency of certain
decisions the need to change the book selection commenting on the exam timing commenting on the class atmosphere or
discipline that is affecting the teaching/learning process
OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning
ProcessEducational Theories about the Teaching
ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents
Reflection on Documents
What error to retain (Xavier Rogers)Punctual error
Occasional (related to contextual factors and not requiring remediation)
Requiring immediate remediation (remediation that is rapid and targeted)
Recurrent error Going back in time
Does not incur serious consequences (eventually to be remediated)
Incurs serious consequences (requires deep remediation) Recent
Could fade away with further learning (requires no immediate remediation)
Should be immediately remediated (requires targeted and rapid remediation)
Reflection on Documents
Description and sources of errors (Xavier Rogers) (cf. ANNEX IV-B)
Description/ sources/ causes/ remedial (Xavier Rogers) (cf. ANNEX IV-C)
Pedagogy of integration (cf. ANNEX IV-D) RAS policy
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Answers to the dot and square activities.
Reflection on Documents
Conclusion:
As long as remain within the constraints of the rules and lines of thinking we imposed on ourselves, it will be vain to seek a solution.
Always think outside the box and embrace opportunities that appear, wherever they might be
Lakshmi Mittal
Hey wait!
Give us your feedback please
Kindly fill out the evaluation form and hand it over to your moderator
Thank you for being a great audience