By Alan Pritchard

1. Chapter 9Engaging with Ideas and Understanding:An Essential for Effective Learning in The Electronic Age By Alan Pritchard

2. Engagement Social Constructivism Situated Learning Metacognition Deliver the expected outcomes Overview Effective learning Create the conditions Consider the Learner

3. Consider the Learner • 3 types of learning approach • Deep learning • Surface learning • Learning with the intent of achievement • Types of learner according to Learning styles & multiple intelligences • Verbal – Linguistic • Logical – Mathematical • Visual – Spatial • Bodily – Kinesthetic • Musical • Naturalistic • Intrapersonal • Interpersonal • Other intelligence (Existential and moral)

4. Create the Conditions • learners are engaged in authentic and multidisciplinary tasks • assessments are based on students’ performance of real tasks • learners participate in interactive modes of instruction • learners work collaboratively • learners are grouped heterogeneously • the teacher is a facilitator in learning • exploration is encouraged Means and Olsen, 1995

5. Create the Conditions • Learners are engaged in authentic and multidisciplinary ____ tasks

6. Create the Conditions 2. Assessments are based on students’ performance of real tasks

7. Create the Conditions 3. Learners participate in interactive modes of instruction

8. Create the Conditions 4. Learners work collaboratively 5. Learners are grouped heterogeneously

9. Create the Conditions 6. The teacher is a facilitator in learning

10. Create the Conditions 7. Exploration is encouraged Locus of control - put a certain amount of control in the hands of the learner

11. Quiz Time: List the conditions for effective learning to take place • learners are engaged in authentic and multidisciplinary tasks • assessments are based on students’ performance of real tasks • learners participate in interactive modes of instruction • learners work collaboratively • learners are grouped heterogeneously • the teacher is a facilitator in learning • exploration is encouraged Answer:

12. Engagement Social Constructivism Situated Learning Metacognition Effective learning Create the conditions Consider the Learner

13. Extrinsic Motivation Keenness to find out more Keenness to keep pace Prospect of a reward Hope to please the teacher Intrinsic Motivation Natural interest in the topic Actively involved ‘out of school’ learning Enjoyment & pride Concept of Flow By Mihayli Csíkszentmihályi (1996) In a state of flow, the individual is wholly taken up by whatever work or activity which is being undertaken “The holistic experience that people feel when they act with total involvement” (Csíkszentmihályi, 1975) suggests that flow is an advanced and deep state of engagement. Engagement

14. Engagement • How do we make use of technology to create “flow”? • Computer games • Computer based activities • Increase use of electronic sources of information ( the Internet) • King (2003) sets out a list of factors that will enable flow when making use of websites: • Speed • Feedback • Clear navigation • Match challenges to skills 5. Simplicity 6. Design for fun and utility 7. Avoid cutting-edge technology 8. Minimise animation

15. Engagement • Some guidelines for School Based Investigation (using the Internet) • Keep extract from the Internet short • Make a comment about any extract to be included • Say where the information came from

16. Engagement Reid et al (1989) proposed a model for learning which places “engagement” at the start: • Engagement (activating schema / building interest) • Exploration (short tasks to obtain information) • Transformation (re-configured the information which the learner was engaged in and has explored) • Presentation (in various forms / audience) • Reflection (process / learning)

17. Social Constructivism • Social constructivism gives a high priority to language in the process of intellectual development and emphasises interaction between learner and others • Dialogue with a more knowledgeable other (MKO) • Develop a “shared understanding” through building and exchange of ideas • Employ scaffolding to help learners cross the zone of proximal development Someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept Process of giving support to learners at the appropriate time and level of sophistication to meet the needs of the individual Theoretical space of understanding which is just above the level of understanding of a given individual

18. Social Constructivism http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html

19. Situated Learning • Ensure that learning takes place in a context • Factor in the social and cultural settings • The more familiar the context is, the more successful is the learning • Authentic learning tasks – related to own experience • Lead to deeper level of engagement

20. Engagement Social Constructivism Situated Learning Metacognition Deliver the expected outcomes Overview Effective learning Create the conditions Consider the Learner

21. Deliver the Expected Outcomes • Knowledge • Concepts • Skills (To be stated explicitly in the objectives to be met) • Ability to apply them in new situations

22. Extending Interaction with Text (EXIT) Wrays and Lewis, 1997

23. Engagement Social Constructivism Situated Learning Metacognition Deliver the expected outcomes Effective learning Overview Create the conditions Consider the Learner

24. Effective Learning “Learning is seen, time and again, through the medium of a recommended and successful approach as a constructive, collaborative, well situated and often authenticactivity which is beneficial to approach in open and metacognitiveways.” ~ Alan Pritchard ~