LEARNING MODES (LMs) ANTÓNIO DUARTE UNIVERSITY OF LISBON FACULTY of PSYCHOLOGY PORTUGAL

1. LEARNING MODES (LMs) ANTÓNIO DUARTE UNIVERSITY OF LISBON FACULTY of PSYCHOLOGY PORTUGAL THE UNIVERSITY OF THE AEGEAN SUMMER SCHOOL Multigrade Teaching: New Educational Methodologies for the "Standard" and MultigradeSchools 8-16 July 2011 Rhodes - Greece

2. Contents I 1. 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 II 6. Research-based practices for LMs : the case of active ICT based learning 7. Resources.

3. 1. What are LMs? -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.

4. Learning Dimensions SENSORIAL COGNITIVE MOTIVATIONAL RELATIONAL 2. How many LMs? PASSIVE UNI SENSORIAL COOPERATIVE AUTONOMOUS NEGATIVE POSITIVE INDIVIDUALIST DEPENDENT MULTI SENSORIAL ACTIVE

5. LEARNING FROM ICT PASSIVE COGNITIVE DIMENSION ICT BASED LEARNING LEARNING WITH ICT ACTIVE 3. LMs in different tasks the case of ICT based learning KNOWLEDGE CONSTRUCTION WITH ICT - multi & meaningful representation of personal knowledge - critical thinking

6. LEARNERSIMPROVE • WITH CERTAIN • LMs • PROMOTION OF PARTICULAR • LMs: • COOPERATIVE • AUTONOMOUS • POSITIVE MOTIVATED • ACTIVE • MULTISENSORIAL 4. LMs & Education two perspectives: LEARNERS IMPROVE BY USING PREFERED LMs OR A VARIETY OF MODES VARIATION OF PRACTICES

7. Exercise List the teaching practices you use/can use for promoting the following learning modes: • COOPERATIVE • AUTONOMOUS • POSITIVE MOTIVATED

8. Natural practices for LMs (Duarte & Paasimäki, 2007)practices for collaborative learning • Collective reading & writing • Group problems • Group projects • Collective games.

9. 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.

10. 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.

11. Exercise List the teaching practices you use/can use for promoting the following learning modes: ACTIVE MULTISENSORIAL

12. 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.

13. 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.

14. 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.

15. 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).

16. Exercise a) choose one/two practices for promotingoneoftheseLMs: -cooperative -autonomous -positive motivated -active -multisensorial b) Sketch a plan: 1.When to use thepractice? 2.Inwhichgroups? 3.How to organize thegroups? 4.How to organize thematerials? 5.What eventual adaptationsofthepractice are to bemade?

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

18. ACTIVE ICT BASED LEARNINGPractice: 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.

19. ACTIVE ICT BASED LEARNINGPractice: Conceptual Maps EXAMPLES

21. ACTIVE ICT BASED LEARNINGPractice: 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 .

22. ACTIVE ICT BASED LEARNINGPractice: Conceptual Maps GOALS STIMULATE ACTIVE LEARNING BY ENCOURAGING AN ORGANIZED AND MEANINGFUL KNOWLEDGE STRUCTURE.

23. ACTIVE ICT BASED LEARNINGPractice: 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”.

24. ACTIVE ICT BASED LEARNINGPractice: 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.

25. ACTIVE ICT BASED LEARNINGPractice: Conceptual Maps • 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.

26. Exercise • Exemplify the use of concept mapping with a curricular content • Evaluate the CMap exemplified by a colleague

27. 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)

28. THANK YOU FOR YOUR ATTENTION António M. Duarte (amduarte@fp.ul.pt) University of Lisbon Faculty of Psychology Portugal THE UNIVERSITY OF THE AEGEAN SUMMER SCHOOL Multigrade Teaching: New Educational Methodologies for the "Standard" and MultigradeSchools 8-12 July 2010 Rhodes - Greece