LEARNING MODES (LMs)

ANTÓNIO DUARTE

UNIVERSITY OF LISBONFACULTY of PSYCHOLOGY PORTUGAL

THE UNIVERSITY OF THE AEGEAN

SUMMER SCHOOL

Multigrade Teaching: New Educational Methodologies for the "Standard" and Multigrade Schools

8-16 July 2011 Rhodes - Greece

Contents

I1. What are LMs?

2. How many LMs?

3. LMs in different tasks: the case of ICT based learning

4. LMs & Education

5. Natural practices for LMs

II6. Research-based practices for LMs : the case of active ICT based learning

7. Resources.

-Variation observed in the learning process (e.g. individualistic - collaborative)

-Variation sources: learning situation / learning needs

-Diversity of learning modes more or less adapted to students / situations

-Consistent use: Learning Style.

1. What are LMs?

DEPENDENT

ACTIVE

PASSIVE

NEGATIVE POSITIVE

COOPERATIVE

INDIVIDUALIST

AUTONOMOUS

MULTISENSORIAL

UNISENSORIAL

Learning Dimensions

COGNITIVE

RELATIONAL

SENSORIAL

MOTIVATIONAL

2. How many LMs?

3. LMs in different tasks

the case of ICT based learning

COGNITIVE

DIMENSION

ACTIVE

PASSIVE

ICT BASED LEARNING

LEARNING WITH ICT

LEARNING FROM ICT

KNOWLEDGE CONSTRUCTION WITH ICT

- multi & meaningful representation of personal knowledge

- critical thinking

 LEARNERSIMPROVE BY USING PREFERED

LMs OR

A VARIETY OF MODES

VARIATION OF PRACTICES

LEARNERS IMPROVE WITH CERTAIN

LMs

PROMOTION OF PARTICULAR LMs:

• COOPERATIVE • AUTONOMOUS

• POSITIVE MOTIVATED• ACTIVE

• MULTISENSORIAL

4. LMs & Educationtwo perspectives:

Exercise

List the teaching practices you use/can use for promoting the following learning modes:

• COOPERATIVE • AUTONOMOUS • POSITIVE MOTIVATED• ACTIVE• MULTISENSORIAL

Natural practices for LMs (Duarte & Paasimäki, 2007)

practices for collaborative learning

• Collective reading & writing

• Group problems

• Group projects

• Collective games.

Natural practices for LMs practices for autonomous learning

• Several open thematic areas in the classroom• Setting of problems

• Distribution of tasks and delegation of responsibilities • Encouragement of autonomous learning or of task definition

• Task definition• Prompt of Planning and Joint work evaluation.

Natural practices for LMs practices for positive motivation

• Free-choice activities• Open problems• Familiar examples • Familiar tasks; Easy tasks (for those with difficulties) or

Challenging tasks (for more competent pupils)• Encouragement of knowledge appliance• Enthusiasm & Optimism• Dramatic reading • Reciprocal teaching• Inviting parents & guests • Encouragement, Self-evaluation & Positive reinforcement• Assistance demanding Home works.

Natural practices for LMs Practices For Active Learning

• Tactile-kinestesic learning• Discovery learning• Open tasks• Reciprocal teaching• Writing tasks

• Questioning & Empirical testing of pupil’s conceptions• Use of pupils’ language• Questioning, Explaining, Discussing.

Natural practices for LMs Practices for Multisensorial Learning

• Study visits • Practical situations for contact with real objects • Activities for exploring and discovering • Using films or slideshows to support learning • Arranging opportunities for smelling different odors related

to content • Inviting guests for presenting information in a multi-

sensorial way • Demanding verbal descriptions of touched objects • Organizing dramatic expression of contents • Demanding pupils’ expression or presentation of

information in a multi-sensorial way.

Natural practices for LMspractices for active ICT based learning

Prompting:

• computer-based search, organization, transformation & presentation of information

• small-group work with the computer

• communication with other pupils via computer.

Natural practices for LMs

Variation of practices in function of learners’ LMs

• personalized-teaching

• attending alternatively to small groups

(while others work autonomosly)

• differentiating contents, methods and materials

(e.g. more concrete or more abstract).

Exercise

a) choose one/two practices for promoting one of these LMs:

-cooperative

-autonomous

-positive motivated

-active

-multisensorial

b) Sketch a plan:

 

1. When to use the practice?

2. In which groups?

3. How to organize the groups?

4. How to organize the materials?

5. What eventual adaptations of the practice are to be made?

3. Research-based practices for LMs (www.nemed-project.org)

 LMs PRACTICES

ACTIVE LEARNING INQUIRY LEARNING

COOPERATIVE LEARNING ENTREPRENEURSHIP

POSITIVE MOTIVATED LEARNING CONCEPTUAL CHANGE

AUTONOMOUS LEARNING STRATEGIES GAME

MULTISENSORIAL LEARNING MULTIMODAL ASSOCIATION

ACTIVE ICT BASED LEARNING CONCEPTUAL MAPS

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

DEFINITION

PRESENTING AND ENCOURAGING LEARNERS TO USE A SOFTWARE APPLICATION TO SUPPORT THE DEVELOPMENT OF cMAPS  

WHAT ARE cMAPS? (OR SEMANTIC NETWORKS) 

SPATIAL REPRESENTATIONS OF CONCEPTS (AND THEIR RELATIONS) THAT VISUALIZE MENTAL KNOWLEDGE STRUCTURES

- NODULES REPRESENT CONCEPTS (TEXT / IMAGES)

- LINES REPRESENT RELATION BETWEEN CONCEPTS.

EXAMPLES

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

RATIONAL

cMAPS FACILITATE ACTIVE LEARNING BY:  -ENCOURAGING “HYPERMEDIA” STRUCTURING OF CONTENT, IN TOPICS AND SUBTOPICS, HIERARCHICALLY OR FUNCTIONALLY RELATED IN A VISUAL FORM (HELPS TO ORGANIZE INFORMATION AND TO DEVELOP A WELL STRUCTURED KNOWLEDGE BASE)  -ALLOWING AN ACTIVE AND INTERACTIVE CONTENT EXPLORATION -ALIGNING WITH LEARNERS’ MOTIVATION TOWARD ICT . 

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

GOALS

STIMULATE ACTIVE LEARNING BY ENCOURAGING AN ORGANIZED AND MEANINGFUL KNOWLEDGE STRUCTURE.

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

PROCEDURE -PRESENT A SOFTWARE APPLICATION FOR cMAPS (E.G. “CMAP TOOLS” – HTTP://CMAP.IHMC.US/ - KIDSINSPIRATION). -EXEMPLIFY  

-CLARIFY THE CHARACTERISTICS OF AN ACTIVE LEARNING WITH THIS KIND OF SOFTWARE

- DEMAND REHARSAL  -SUPPLY “FEEDBACK”.

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps CHARACTERISTICS OF AN ACTIVE LEARNING WITH THIS KIND OF SOFTWARE: · COMPLEXITY (HIGH NUMBER OF CONCEPTS AT DIFFERENT LEVELS) · PRECISE DIFFERENTIATION OF CONTENTS · STRUCTURING AND RESTRUCTURING OF CONCEPTS (I.E. SEGMENTING INITIAL CONCEPTS, ADDING NEW CONCEPTS, MODIFYING OR DELETING INITIAL CONCEPTS, CHANGING THE ORDER OF CONCEPTS, ETC.) · “DESCRIPTIVE” AND “INTERPRETATIVE” CONCEPTS (I.E. PERSONAL IDEAS, INFERENCES, LIMITATIONS, CRITICS, RELATED INFORMATION, IMPLICATIONS, ETC.) · ORIGINAL CONCEPTS· HIGH (BUT NOT EXAGGERATED) NUMBER OF LINKS BETWEEN CONCEPTS · VARIED TYPES OF LINKS BETWEEN CONCEPTS (E.G. “IS A PART OF”; “IS EXAMPLE OF”; “IS FACTOR OF”; “DEPENDS ON”; “IS IN SEQUENCE OF”) ·  DESCRIPTION OF THE LINKS BETWEEN CONCEPTS ·  HYPERLINKING OF CONCEPTS WITH OTHER FILES.

EVALUATION (CRITERIA):

· DIVERSIFICATION OF INFORMATION · COMPLEXITY OF THE MAP (E.G. NUMBER OF CONCEPTS, LINKS AND LEVELS)  · DISCRIMINATION CLARITY OF CONCEPTS  · DYNAMICS OF STRUCTURING AND RESTRUCTURING THE CONCEPTS · PRESENCE OF “INTERPRETATIVE” CONCEPTS  

· PRESENCE OF ORIGINAL CONCEPTS · DIVERSIFICATION OF TYPES OF LINKS BETWEEN CONCEPTS · PRESENCE OF NAMED LINKS BETWEEN CONCEPTS

• PRESENCE OF HYPERLINKS.

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

Exercise

a) Exemplify the use of concept mapping with a curricular content

b) Evaluate the CMap exemplified by a colleague

RESOURCES

JONASSEN D. H. (1995). COMPUTERS IN THE CLASSROOM: MINDTOOLS FOR CRITICAL THINKING. MERRIL PR.

JONASSEN D. H., CHAD, C. & YUEH, H. (1998). COMPUTERS AS MINDTOOLS FOR ENGAGING LEARNERS IN CRITICAL THINKING. TECHTRENDS, 43(2), PP24-32. (INTERNET)

NOVAK, J. D. & CAÑAS A. J. (2006). THE THEORY UNDERLYING CONCEPT MAPS AND HOW TO CONSTRUCT THEM. (HTTP://CMAP.IHMC.US/PUBLICATIONS/RESEARCHPAPERS/THEORYUNDERLYINGCONCEPTMAPS.PDF)

THANK YOU FOR YOUR ATTENTION

António M. Duarte (amduarte@fp.ul.pt)

University of LisbonFaculty of Psychology

Portugal

THE UNIVERSITY OF THE AEGEAN

SUMMER SCHOOL

Multigrade Teaching: New Educational Methodologies for the "Standard" and Multigrade Schools

8-12 July 2010 Rhodes - Greece