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Clinical teaching - targeted learning (Ideas (Revisit flow of the lesson…
Clinical teaching - targeted learning
Student construction of knowledge > surface + deep learning =
conceptual understanding
Structure of Observed Learning Outcomes (SOLO)
consider (compare to) as hierarchy of learning
Surface learning
Uni-structural
Single idea
Who painted Guernica?
- descriptive
Multi-structural
Multiple ideas
Outline 2 compositional principles used by Picasso in Guernica
Deep understanding
Relational
Relating ideas (outside of specific topic; to broader concepts; to prior learning; current affairs)
Relate the theme of Guernica to a current event
- explain why this leads to this...
Extended abstract
Extend ideas
Opinions
What do you consider Picasso was saying through his painting Guernica?
The Padeia Program of teaching and learning
relates to SOLO - 3 modes of teaching and learning:
Didactic classes learning curriculum content and concepts (lecture, learning ideas, description, explanation) -
Surface
Coaching labs to practice and master skills introduced in didactic (further research, making links)
Combining ideas; relating ideas
Formative learning; flipped learning - occurring in teacher's presence
Seminars of Socratic-type questioning (guided by synthesis qu. - students question, listen, think critically and communicate ideas).
Extended abstract
p. 85 questioning; research further
My recommendation is for teachers to spend more time working through their notions of what success looks like in terms of the balance of surface and deep before they teach the lesson.
Big ideas in targeted learning
Progression
Challenge
‘Moving +1 beyond this point’; 1% improvement everyday
Knowing 90% of what we are attempting to master in order to enjoy task
Success
Evidence
Ideas
Differentiation becomes providing the synthesis question - enabling students to forge at own pace; expectation that, developmentally, not all students at abstract level - they may only be able to explain...
The mind has a growing ability to become conscious of its processes; interventions to cognitive conflict should encourage students to be metacognitive.
Involving students in the learning cycle > asking students at the end of a unit to evaluate what worked/didn’t work for them in achieving/not making gains - e.g. learning strategies; what they changed?
Reveal to students how they learn and then encourage metacognition
For IB
Model structured ways of understanding any issue.
Learning is not spontaneous, but with learning intentions, success criteria and formative feedback, the improvement of performance and progress is motivating.
Students are actively involved in their own learning processes:
Knowing where going
Reflective of progress toward success criteria
Metacognitive in deploying learning strategies based on stage of learning
Actively 'doing' Geography - learning through issues
Revisit flow of the lesson
Multiple ways of knowing
Multiple ways of interacting
Multiple opportunities for practicing
Targeted learning
A process of:
Where going?
Success criteria
in content, degree of understanding (describe, explain...) and skills (constructing essays)
How going?
How well are success criteria being attained?
Where to next?
Bridging the gap between success criteria and how the student is going.
At a range of time scales
Lesson
Unit
Course
Interplay of:
Learning intentions
Can be surface, deep, conceptual
Clarity on level of performance: command terms achieve this
Using LI’s communicates what success looks like
Should give a sense - linked to the success criteria - of how students will be judged
P.62 LI > success criteria link - clear use of success criteria.
These can create a tension, a realisation of ‘not knowing’ (disequilibrium - Piaget’s zone of proximal development)
Success criteria - a way of knowing that the desired learning has been achieved.
Feedback aligns to the process of targeted learning:
Aiming to reduce the gap: how the student is going compared to where they are going.
Where am I going? What are my goals?
Relates to: learning intentions, goals and targets, clarity and challenge.
How am I going? What progress is being made towards the goal?
Progress feedback
Where to next? What activities need to be undertaken next to make better progress?
ID new challenges, developing further self-regulation over learning processes, learning different strategies and processes to apply, developing deeper understanding.
4 levels of feedback
Task level: How well has the task been performed?
Surface level k&u - determined as correct/incorrect; encouraging more or different responses, providing more, different, relevant information to the task
Process level: what are the strategies needed to perform the task; are there alternative strategies that can be used?
Helping to develop learning strategies, error detection, cueing a more effective information search, recognising relationships between ideas (relating and extending - processes of doing this).
Self-regulation level: What is the conditional knowledge and understanding needed to know what you are doing? Self-monitoring, directing the processes and tasks.
Enhance students skills in self-evaluation
Guide the learner on ‘when’, ‘where’ and ‘why’ in selecting or employing task and process-level knowledge and strategies.
(to avoid) Self level: Personal evaluation and affect about the learning - essentially praise
Praise - often used to comfort and support: ‘well done’