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Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Self-learning and co- operated learning

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Self-learning and co-operated learning. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11. Learning is an activity you have to do yourself ?. What are teachers expectations?. Discussion: What do you want (them) to learn? - PowerPoint PPT Presentation

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Page 1: Self-learning and co-operated learning

Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Self-learning and co-operated learning

Page 2: Self-learning and co-operated learning

Presentation

SL

2

Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Learning is an activity you have to do yourself ?

Page 3: Self-learning and co-operated learning

Presentation

SL

3

Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

What are teachers expectations?

Discussion:

What do you want (them) to learn? How do you want (them) to learn?

Page 4: Self-learning and co-operated learning

Presentation

SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Results of learning activities

We learn: 10% from what we read. 20% from what we hear30% from what we see50% from what we see and hear 80% from what we experience95% from what we explain to others

Page 5: Self-learning and co-operated learning

Presentation

SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Importance of self-education/ co-operated learning

1. Social arguments Our society asks more self-depending qualities from people

2. Essential arguments Learning is not the result of direct instruction of knowledge but the result of constructive thinking activities

The quality of learning-results are depending on the learning activities people attempt by themselves

Page 6: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Important issues for teaching self-learning

Identify the meaning of terminology according to self education

Analyse possibilities of teaching self-education and co-operated learning within a prison culture

Page 7: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Identify the meaning of terminology according to self education (Vermunt e.a.)

Cognitive learning activities: assimilate information examples: relate, structure, analyse, memorise

Affective activities: emotional effects examples: motivate, estimate, effort, assimilate emotions ( associate with negative feelings)

Meta-cognitive regulation-activities: associate with the learning process orientation on the task, plan, process keeping, test, diagnose, rearrange = Characteristic of a successful learner!

Page 8: Self-learning and co-operated learning

Presentation

SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Analyse possibilities of teaching self-education and co-operated learning within a prison culture

Do teachers recognise the characteristics of their pupils?

What is the meaning of the teachers about self-education for the target-group

Are there possibilities to change their teaching strategies?

Do they want to change them? What could be the positive effect ?

Page 9: Self-learning and co-operated learning

Presentation

SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Learners conceptions

Many learners think that instructors see self-education as abdicating their educational role.

Teachers expect learners to plan, conduct, and evaluate their own learning

Taking responsibility for self-learning and contributing actively to that process may not come ‘naturally’ to pupils. They will need to be taught.

Page 10: Self-learning and co-operated learning

Presentation

SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Teachers conceptions

Learners have a teacher-depending attitude that is deep-seated, strongly held, and difficult to modify

Learners can’t clarify their own goals Learners mostly don’t have enough self-

confidence about their learning- possibilities

Learners suffer intern motivation and a realistic approach to studying.

Page 11: Self-learning and co-operated learning

Presentation

SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

the teachers strategies

Which strategies are useful to motivate students to self-learning and co-operated learning?

Which instruction strategies do you use?

Page 12: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Instruction-strategies on the way to self-learning

The teacher tells and the class listens

1. Direct Instruction: teacher is leader, active participation of the studentsPreconditions:- individual stimulation- safety

- visibility

2. Co-operated-learning: less directed learning, students work together and take responsibility for each-other

3. Roll-reversed teaching

Page 13: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Extern directed-learning Strict extern direction

teacher directs the learning-process and activities

Free extern direction: student directs the learning-process and learning activities

Averaged direction

Decrease direction: from strict to averaged directionTrough:process directed instruction (intends behavioral changes by learners)

Page 14: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Co-operate learning as a component of partial self-directed learning

Traditional co-operated learning Co-operated learning

Individual responsibility Homogeneous groups Heterogeneous groups One leader Partial leadership

Directness on the task Directness on task and process

Teacher takes no notice of the group Teacher observes and, intervenes

No mutual dependence Positive mutual dependence

Responsibility for oneself Responsibility for each-other

Social skills assumed Social skills are part of the learning-process

No attention for the (group)process Systematic attention for the group-process

No individual responsibility

Page 15: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Groups-instruction

For the student

For the teacher

For the learning-environment in prison(s)

Witch preconditions are necessary to come to partial directed instruction?

Page 16: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Preconditions SL/CL: the student

Measure of Measure of extern direction self-direction Strong Partial Release

High Destructive friction Destructive friction Similarity

Average Destructive friction Similarity Constructive friction

Low Similarity Constructive Destructivefriction friction

SL instruction-strategy should not conflict to much with the learning-strategy of the student

Important precondition: minimum of social skills

Page 17: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

preconditions for SL: the teacher

Needs: Change of conduct ( -> opposition,uncertainty, release the learner) Specific knowledge (insight into learning-processes and learning-styles) Skills to put the elements of SL into practice

From:instructor and ‘metacognitieve guide’ To:mediator and coach and finally to stimulator en quality-keeper

Page 18: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Preconditions SL/CL: the learning environment

Asks more time (lessons)

Asks more preparation time; for the task and also for the development of learning-strategies

Accommodate location (for working in groups)

More noise in the classroom

Learning materials ready-made for SL/CL

Page 19: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Design process-directed instruction Meaningful educational method

Characteristics of a meaningful method:

Applicable: apply the knowledge in different situations/ apply instructions

Attention for necessary meta-cognitive skills (How to handle and why in this way)

Use the right level(s)

Page 20: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Use (or design) effective instruction for SL

Important issues:

Introductions Overview learning goals Study pointers Suggestions for assimilation Self-tests Feed-back

Page 21: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

The educational conversation/discussion

Teacher asks questions about witch students have to think

Teacher gives the students enough time for reflection. Important: apply waits (research: longer wait leads to higher level)

Teacher doesn't give the answer immediately, checks the fellow-students

All the students are concerned with the conversation

Function: Check if the information is understood (direct

instruction) Evaluation of the co-operating learning strategy

Page 22: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Model of fraternal consultation

Is content-directed and result-directed working with colleagues to improve the daily work of teaching.

The objectives are: Fraternal support and mutual advise To try to get a deeper understanding and find

solutions for work-problems within a mutual pointed structure

In a self-directed, reflective learning-process

Page 23: Self-learning and co-operated learning

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Assimilation task

Formulate 2 realistic goals based on the study-outcomes of Self-learning and Co-operated learning

1. To yourself (in the envelop for the study-leader)

2. To the organisation for executing the SL teaching in (your) the prison First individual, then with others.WHAT do you want to achieve?HOW do you think to achieve that?

Evaluation within 6 weeks

goals

Page 24: Self-learning and co-operated learning

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SL

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Evaluation

Everybody gets his own goals (envelop) back

Feed-back of the personal results

Plenary discussion of the results on the prison-education level

Page 25: Self-learning and co-operated learning

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Learning is an activity you have to do

yourself, but it is more successful with the

help of others!!

PI Vught october 2006

Page 26: Self-learning and co-operated learning

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Developing Training Programmes for Qualified Teachers to Teach in Prisons

113991-CP-1-2004-1-MT-GRUNDTVIG-G11

Grounding theory

1. The main goal of this exercise is to come up with a number of training modules that address the needs of the practice teacher working within a prison environment.

2. The main goal is to interview teachers as well as use a questionnaire to identify these needs.

3. What makes a good effective prison teacher?

4. What kind of competences do such teachers need?

5. What kind of knowledge, skills and attitudes do such teachers need?


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