Educational Psychology 7e Canadian - Part 11 PDF

CHAPTER 10 Stocklady/Fotoli THE LEARNING SCIENCES and CONSTRUCTIVISM TEACHERS CASEBOOK: Learning to Cooperate m You want to use cooperative learning with your to have middle school students. Many students do? have worked learning. in groups, When you but few surveyed seem the class participated memb...

CHAPTER 10 Stocklady/Fotoli THE LEARNING SCIENCES and CONSTRUCTIVISM TEACHERS CASEBOOK: Learning to Cooperate m You want to use cooperative learning with your to have middle school students. Many students do? have worked learning. in groups, When you but few surveyed seem the class participated members about in true their cooperative experiences, most you rolled their positive. and let and These gifted would eyes and then them. students groaned. students talented, have several there are You believe and You that others a that wide who who take it that range are just would take of abilities, over is together experiences learning collaboration learning their can a crucial deepen including English, and have some and dominate not who a few who every are skill very are truly very discussion twenty-first-century understanding been if for as students shy; you all question, what explain, and of learning a teacher, CRITICAL build on together so each to you want others build thinking. your authentic students No matter confidence what, you want and your sense the of experience efficacy as successes. THINKING How would you What tasks How What of the will you will you will begin establish you experience? watch to introduce choose to cooperative learning to your students? start? groups? and listen for to be sure the students are making the most OVERVIEW In the AND past three behavioural, people chapters, learn. 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Ownership several to influences more Pro-cess. making make, Different when in of the will what lead 6 role we world. Chapter positions INTERACTIONS Marley, emphasize own experiences experiences saw they their assumptions about we SOCIAL of The different AND quantities Construction approaches aware knowledge. TASKS the (Carbonneau, Knowledge Constructivist AUTHENTIC represent 2012). Understanding Phot to mathematics of Learning. interpretations of what it involves While there [constructivist] are theory Constructivist Stock approaches recommend learning in Shaw/Alamy the educators environments, learning create that as process. a household For example, well emphasize as the the complex, importance of students here realistic, social are and means, rel-evant in interactions collaborating most the focus efforts to agree to of teaching, understand enterprise budget. responsibility is a central examples of issue ownership APPLYING Even in our book, of learning we and though there are constructivist Windschitl (2002) Teachers student-centred applications students situations the ideas that of by the that 357). the students the Student owner-ship teacher of this own educational abandons Because rest change the design chapter of discussing instruction. PERSPECTIVES approaches suggests elicit learning many of p. that the the center instruction. spend CONSTRUCTIVIST recognize mean for will the 1992, not a dramatic putting at (Prawat, does Ian teaching that constructivist activities following and help activities experiences students views of the of learning, teacher and the encourage in relation elaborate meaningful to on we can students. or key Mark learning: topics, then restructure fashion their current knowledge. Students are given frequent opportunities to engage in complex, meaningful, problem-based activities. Teachers provide (technological Students with work one Support and problem could be clues, rather than student as a learner. else to that grow the of information are to given resources mediate as well as the tools learning. support to explicit to engage in task-oriented dialogue focus thinking. asked to on the drawings, knowledge in and diverse of and and other and construct acquisition reflective learners or encourage authentic contexts, arguments predetermined autonomous students representations. based right thinking on explain evidence, answers. in conjunction with above. a variety and writing, phenomena, students listed employ processes apply predict exclusively encourage evolving thinking to give (Windschitl, of assessment feedback 2002, p. strategies on the to processes understand as well how as the students ideas products of their 137) steps, an example, anything Teachers support and dialogue, texts, conditions are breaking down into providing the reminders, encouragement, problem for learning solving; own through are routinely interpret Teachers Scaffolding their same ideas, the a variety necessary collaboratively make do the Students with conceptual) another. Teachers to students and allows In or the in independence addition, expertise. deep constructivist One understanding development; requires they approaches implication need of that include Vygotskys students scaffolding scaffolding theory grapple in order with to to of work support cognitive problems successfully students devel-oping development in their in zone that is of zone. that proxi-mal Here CHAPTER is a good as the definition of scaffolding knowledge Scaffolding is students a Look of the kitchen previous the knowledgeto Even agree Fading: the own about and Inquiry and Dewey constantly melted p. at the ice the 137). begin-ning cream Ethans views Pol, of Volman, adjusting, support on the experience scaffolding, most & Beishuizen, differentiating, as the more 2010): and students and 2003; the draw to more tailoring understanding and responsibility for their to conclusions, on This is a general and arguing and picture with of Just the next at the to assume sections, centre cooperative 1910. and we provide learning. 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Erin students working from inquiry to it. in inquiry science (participating presentations, teaching when social solve going conclusions (connecting conducted to processes doing (drawing or actually and questions, ideas), needed what is activities conceptual traditional came but actual epistemic and studies processes learning, scientific models 37 thinking the theories), procedural, letting in usually event the data), scientific and the of inquiry epistemic, approaches. consider-ing be able students: posing mental learning hands-on and format form & Rowley, categorized revising analyzed approaches the and or charting debating researchers In student apprenticeships, learning but explain (hands-on, students inquiry problem (2012) graphing eliciting 2011). put the choices, will so make hypotheses, original procedural generating (Belland, that making they designed options, and the colleagues data, are of action, be different Learning The the should of If students learning cognitive expertise consequences on a path own Matczynski, problem. test of action. approaches strategy, Lashley, or data reflect their basic this hypotheses collect student for the deciding Problem-Based of formulate paths then teaching growing consider select and described students learn, and learning, question, ideas, de assume support and specific adaptations (Echevarra, do 2001, mother to different van withdraws as they responsibility three inquiry her that choices strategies, more scaffolding: either is Students consequences, will examine and have 2011; teacher gradually scaffolds make possible event, the and and understanding. 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Inquiry Examples teachers science of Inquiry. guide units, for Shirley planning, called & Palincsar, Magnusson, Marano, Ford, and implementing, guided Magnusson, Magnusson inquiry 2004; & and assessing supporting Palincsar, Brown, Annemarie 1998). multiple Magnusson, The teacher Palincsar have different phases literacies Collins, first developed (GisML) & Cutter, identifies of a inquiry puzzling (Hapgood, 2001; a curriculum learning which the teacher Palincsar, area solve the data and conclusions. situation problem testing Approach in presents a and students by their gathering 354 PART 2 LEARNING AND MOTIVATION and some general guiding chooses communication humans and animals How do have key idea to whales understanding and which function in the dark, of about good The and asking conduct the both in relation to students find begin be repeated. and checking related The goals applied (Cognition In have The they they their knowledge alone or example, between in claims realistic necessarily learning problems have Methods with that right dont answers. used problem the compared be done? work, and to reasons How do in coaching, a may currents have the process, real Their causes, a role? the sce-nario; solutions? evaluate reflect on the students are teacher, not com-puter organizational helps find hypoth-eses, their not not to aids, overloaded. them For distinguish Hmelo-Silver, Nagarajan, 2007). the in the students Gulf students and does from finally is (Derry, and test and that problem suggest by the memory Other learning. knowledge, scaffolded & Chinn, oil spill learning. play the a diagram facts to and guides in that As they necessary, argument is Horizon costliness, tides in Ravit, problem for location, fill skills is seldom collaborate on the entire that but lifelong they know science, (Belland, 1929). a problem as in knowledge new hints, In how itselfhow memorized and to are mak-ing time. medicine self-directed working a scientific Deepwater and to Hmelo-Silver, springboard size, expert is their solving same practices motivation based groupsso in 2006; 2010 as others problem making by process Whitehead, solutions. if can and 1996; about again the develop problem Throughout and they learning, the gained. models, problem-based during research at the cycles identifying situations. of with need other and in that apply that new inquiry inquiry students and investigating, reporting out and do they collaborative & Beitzel, example, to thinking the as students the second-hand communicate students their and critically. confronted hypotheses Then, have supports, Chernobilsky, In they Their students analyze informationwhat recycle skills unguided. and are launches generate of research. solutions, software other to missing and This In before knowledge making, are eyes experts, shows process the intrinsic students bats explanations think Vanderbilt, enhance students identify a phase problem to help decision answer. begin identify launches are learning, a right students and then students learning to the of investigating, grew expert audiotape communica-tion, of of their animals and on at size 10.1 is information Group evidence-based problem-based are part an Then, bats!). to learned habi-tats. would investigations with and learning knowledge the cycles how ideas, inquiry Technology problem-based solutions. provide and claims. 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For many teachers how this What and spill could wildlif CHAPTER FIGURE A The straight MODEL lines TO GUIDE show the sequence might be repeated 10 THE LEARNING SCIENCES AND 10.1 TEACHER THINKING SCIENCE INSTRUCTION ABOUT of phases in instruction, INQUIRY-BASED and the curved lines show cycles that during instruction. Share FindingsPublic Reporting Engage: Guesses, General Claims, Guiding Questions Hypotheses and Specific Focus Questions Investigate to Identify Relationships Evaluate: first-hand and Create second-hand Explanations investigations Prediction Source: Based Principles are on and in Palinscar, A. Practices the of the S., Magnusson, GisML greatest for other teachers Some lives, but Life about (see they analyzing quality careless and incomplete. the Legacy League, a and Suzie ideas, to your education as their classes science 1. cycle biomechanics (S. in these S. it Brown, N. 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(Sherwood, the D., and edutopia.org/blog/oil-spill-project-based-learning-resources). are are Challenge actions using problems Marano, What What blogged J., Teaching danger? impacts? teachers S. Community. of as well air and 2007). take place in an upper-level 2007). intriguing be, Assume challenge you are to a living the cell whole in class. a bioreactor. For example, What thing in CONSTRUCTIVISM 355 356 PART 2 LEARNING AND MOTIVATION POINT/COUNTERPOINT Are Inquiry Effective Inquiry, discovery does problem-based learning, and learning problem-based lead to and Problem-Based Teaching learning deep are understanding very Approaches? appealing, for Learning most but are they effective? Specifically, students?. Problem-based and learning his colleagues Educational Why were is clear Psychologist. minimal analysis POINT the title during failure of experiential, critical Even guidance of the and overrated. and Paul in their of the article instruction does constructivist, Kirschner article was not medical the clinical They argued: unguided or minimally guided the are point very is popular made these results as problem their basic science problem-based the structures that approach architecture and evidence half-century from minimally efficient strong These studies examined and (Colliver, Tobias, that discovery, journals. does of the results Their not benefit But what about research prior from studies for (p. going was more 2011; time Klahr the in will who is Next, had 4. 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Project-based compile whole-group websites, of deeper presentation, that over took differences problem-based the more performed reasoning. using Students benefit that, gradu-ates skills, positive concept Nether-lands, concluded perspectives. the tentative Students 2004). an extensive in the program diagnostic Salisbury-Glennon, should ideas River at this learning a texts), multiple Students 6. in from the Students their you hand generate or lectures, 5. long perspectives explore the & coherent programs, learning explaining learned Kuhn, 1998). In program (2009) had small problem-based and and interpersonal and at with accurate (Hmelo, a concept better learning small-group, video, subject. knowledge methods in which framed students Multiple on teaching preconceptions. individual, 3. place In and may Much how hip. and 2. of advantages. who learned of conventional medical graduate, (Capon well-rated particular? influence question higher levels has some more problem-based generally has taken broken of concluded powerful medical graduates practical were unas-sisted most discovery learning less A review schools a his colleagues COUNTERPOINT who learned 50 years than in in to (Evensen, problem-based and felt 1993). promoting students problems and to medical & (2011) over beneficial learning in created medical of the better discov-ery/inquiry 12). problem-based medical is of a problem-based recently) colleagues published unassisted in learning medical Schmidt especially back more studies conclusion: learning on 108 to study compared unguided his study, solutions a p. 75) (Kalyuga, and less place are ineffective, Alfieri Mitchell, learning approaches learning others that knowledge Louis teaching especially 2006, learning 2010). explicit Clark, (and and that student & of science & at but they 2000). Problem-based another that effective of the demonstrating problem-based the found guidance researchers with limited 2004; is less and reasoning, knowledge stu-dents better over indicate approaches Sweller, of research students Nigam, on (Kirschner, respected decades and for instruction study, were cognitive empirical consistently instructional emphasis process. cited guided than that one ignore human In past formation was not effective knowledge approach. the In appeal-ing, approaches constitute mixed. instruction curricula Problem-based both been (Albanese learning this have problem-based instructional and intuitively that in in student approaches such worse prepared that Although and through skills were An problem-based, teaching. schools, learning blunt: work: discovery, inquiry-based in on is K12 used a final conclusions or final exam. multimedia (Krajcik in learning & Czerniak, post-secondary and solutions environment 2007). classes in the similar MyProject is (Papanikolaou form to a of an oral problem-based web-based & science-learning Boubouka, CHAPTER 10 THE LEARNING SCIENCES identify variables teacher led and (3) the modelled students to which learning. need and make Alfieri enough the mental and Hmelo-Silver the research learning and the (2004; and supports the development learning skills, teaches less evidence and to is mathematics, approaches for multi-step word In recent learning that research more high favours complex that these eco-nomics (c) and in tasks the You do not methods. schools EITHER/OR have to The best may Chen (2000) approach how design good small to groups, on their own Research mentor students using that an more who to In used increases et al., 2007), knowledge. is valuable, and in of engagement Problem-Based as the not for all those who is educational students, Learning Effective can Teaching tasks and that requir-ing ensuring that feedback, how to or succeed 2011, p. 13) in students agrees the or students independently & basic learning a large inquiry other years. example, GenScopeTM significantly & Christie, urban district learning had studies point learning adequate (Hmelo-Silver background problem-based learning Are Inquiry sig-nificantly to DeCaro, on the math-ematics little knowl-edge explored possible benefited more feedback 2012). Also, first-grade than from reasoning via computer Purpura, arti-facts with without mathematics problem-based For they knowledge and for Horwitz, in Point/Counterpoint: Approaches?. in learning support, waged called have that example, reflection learned Several inquiry For Eiland, prepare 2012). 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(Furtak, the students guidance to portfolios, greater and better the processes just (1) In information, software-supported students student But to yes inquiry-based in and students a study higher gather Problem-Based say and helping mentally of requiring learners, own by knowledge students learning to get completely (a) assist worked value but to experiments PowerPoints, lead genetics, 2000). as they and results compared 1999, by from 4 science phases: students students activities open-ended had three Zhe grade in to approaches following: Brooks, benefited prob-lem-based solutions, and teaching strategy inquiry has observed, well-scaffolded optimal their problem-solving or Klahr, problem-based outcomes on Inquiry explores in videos, learning David for orient the research the prior secondary inquiry exploratory role organize learning Some conducted reports, Toth, method resources; and and variable The The teachers (models, make that content-focused and approach controlled students rationales; and elementary Eva balanced use the appropriate coach, in example, experiments. 20102011). and a inquiry of content-focused For tested students between be a balance methods. to to and constructive to accurate provide (Alfieri, students choose place explain task. 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OF that concepts. solving shows BEWARE to are the amount tasks of the in ideas down analyses, one The modelling concluded: and current scaffolding learners it problem-based concepts engaged of the at least have school actively basis in or enhanced-discovery be the right farther. and successful of unassisted-discovery whereas include participating of to self-directed motivating studies 2007) problem-based knowledge and indicates al., that of flexible intrinsically collaborate. et evidence problem-solving learning students good construction of but problem-based Hmelo-Silver found in exploration the come (2011) effects roll Mayer (2004) supported, his colleagues to and experi-ments productive. to guided, Overall, the with activity seems versus ball understand and combined difference the As Rich strat-egy, design; explanation, students (2) the variable application are key factors freedom engaged, discovery Cindy the problem-based The reviewed caused supports active Anyaivanova/Shutterstoc helping aramp; experiment conducted discussion, scaffolding students to in and down controlled about variables of inquiry, was successful the thinking designed isolate Clearly, explained good 357 CONSTRUCTIVISM made a ball roll farther a discussion, combination and that AND & Reid, 2013). skills 358 PART 2 LEARNING AND MOTIVATION Another constructivist approach that relies heavily on scaffolding is cognitive apprenticeships. Cognitive Apprenticeships Over the centuries, apprenticeships working alongside a many skills, and of the and as learner real the values to mastering and & remastering become too separated rather a less problem Students observe Students get receive becomes more are to How side by for different skill Alan example Cognitive apprenticeship in experienced learner knowledge guidance Reciprocal help think read. students deeply and of teaching a less skills under the small an expert. Designed understand what to to they effectively, reading the by process the day might poor poorer the come readers readers have this imbal-ance, To correct features of apprentice-ships. apprenticeships apprenticeship with in writing, models guidance in or which provided by an model the performance. or tutoring (including hints, tailored gradually faded on can into their to to words problem apply what as the their student understand-ing solving they master more are to an experts learningways complex apprenticeships? In some a pod on money. that concepts Many move at Mentoring schools, designed a craft volunteers, pod is then and skills settings. focus to or a levels have pace many teaching of the are but ages still of the to an garden-ing, in the have visit one work qualities include evident parents, is different Examples of expertise a comfortable of many discipline. including in students students model of a demonstrate a topic. 1994) in learn will school side. challenged teaching of Brown, four central next. seldom need and 1984, strategies: clarifying are To they is the do difficult skilled not know modelling, goal about accomplish the strategies instruction, solving The deeply summarizing These door Teaching. think 1989). point, direct problem another model. Reciprocal understand & mathematical instructional Reading: students about ways apprenticeship Palincsar what in learned. cognitive (1989, groups learned performances. grouping. students help situations in both practice comprehension, skills comparing earlier different making to 1986; but and are Apprenticeships predicting of a cabinet, knowledgeputting new every cognitive reading knowl-edge, addition, skills of the build teacher) being masters Community a question teaching about so the is (Palincsar, acquires and Schoenfelds Cognitive A which becomes participa-tion the In community school. cognitive which explore provide of or coaching at the cross-age pods related of 1998). skills many and the their many The ages, is guided proficient. own they in part available. that With these as reading many through progress, their to is architecture, master to dance scaffolding, on their teaching apprenticeship. of the beyond adopt such are content practised Another side to and world or (usually articulate them can learner appropriate 1995, improving knowledge and and learn, perform example. required the reminders). required not As students and demonstrations, features: conceptual and have There competent reflect Students sculpt support and the schools objectives expert processes performance they an continually of the Students to six external Students that develops share models, Students 2006). (Rogoff, knowledge use in solving. models feedback, as By learned performances complex contribute that cognitive learner Most tasks education. have models, The & Eylon, sometimes their learning on experienced expert. the old-timers suggests from focus mathematical the recommend than would doing skillsand (2006) educators But more of people 1991). Collins some provide motivating. Linn form appropriationstudents in and is grow 1999; participatory involved learning Wenger, Allan school comes and that and effective young guides bond Hung, be an apprentices, Knowledgeable 2006; Teaching to other important (Collins, newcomers (Lave and proved perhaps as a personal real tasks skills, have and crafts. well are competent in master trades, corrections, more relationship and Reciprocal this content of parts of the apply To and they goal, readers how. of reciprocal what use a read students in passage, ask-ing material, almost the practice and auto-matically strategies in actual CHAPTER First, day. the As the apprentices Then, to the to may finally and parts scaffolding to to apply these Applying any teachers as the (e.g., help the students strategies hours of practice 1. Shift 2. the she In has of text. work with adolescents reading students almost who can comprehension. who or above supervisors, teacher The how to and were on tests in the bottom of reading identified is task as these carefully student responsibility of the grow should the student difficulty student Teachers is over had to is that 3 years and the abilities observe thinking compre-hension. three guidelines for must be gradual. responsibility must develop. the and it readingreading teaching what the reading student and of each kind of instruction strategies, an toward comprehension reciprocal teaching and (Rosenshine with stu-dent he the concern has Finally, and the used because Another idea the often but student advantage in of most most these of recip-rocal ques-tions of reciprocal context scaffolding and of actual gradually fluid component today in in Of the collaborative been course, ability to activities is about academic proficiency tests, student achievement, of always learning. but strategy strategies But One study 1994). on comparisons directive, 2002). four apprenticeships Meister, performance schooling critical the strategies. own. advantage and Cooperation all international a cognitive & Collaboration standards, independent is powerful on their was these texts. more questions & Tenent, reading or on four them higher-level practising literature 40 questioning ask (Hacker emphasizes teach develop that to to attention students found how try focuses all or superficial that that it not be taught were literal teaching approaches be taught; teaching students some teaching must Even from each about to of reciprocal general level in learn needs. strategies in of clues contrast moving many average doctoral abilities. thinking. for or shift to abilities Diagnose 3. The demands match Nancys average of to sense to younger support forms students make and attempts other for seems with group, first and can teaching below approach, the so they done far of the is or gradu-ally teaching: gradually. Match of been are this up to read silently. encouragement, goal each students students 359 CONSTRUCTIVISM student clarifying, member the AND strategy passage the modelling, The reciprocal has who with stems), as they and guidance, strategies. one encourages a short a Often, clues, SCIENCES questioning, passage, teaching. these Although moved one the and read becomes question research but students another gives LEARNING on strategy summarizing, teacher over master of the class reciprocal The teacher Teaching. Palincsar, effective role. 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NURTURING INDEPENDENT READERS The concept of scaffolding and (Pearson gradually comprehension moving the is student a critical toward component independent in reciprocal and fluid teaching reading and cognitive apprenticeships. Prentice-Hall (Aronson, 2000, p. 91) 360 PART 2 LEARNING AND MOTIVATION Since Despite groups for the 1970s, some have positive differences, others, It many is group and there and way of that of has in in of may or build a or one simply part. part, but a the to achieve shared (p. 373). to relate to and of favour growing Way to attain of working a and litera-ture in cooperative the learn-ing group social his (ODonnell & and Roger and together, for complete a long jointly history in provided a grade for never was A for turned not not their an he could (D. control cooperative W. Johnson North one writ-ing 1994). Johnson in to each and Fhe Jim claimed received This than and a paper, got an at all. 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