module 2

68問 • 1年前

問題一覧

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES:

1. Cognitive and metacognitive factors 2. developmental factors 3. motivation and affective factors 4. individual differences factors

Cognitive and Metacognitive Factors:

1.Nature of the learning process 2.Goals of the learning process 3.Construction of knowledge 4.Strategic thinking 5.Thinking about thinking 6. Context of learning

The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.

Nature of the learning process

habit formation in motor learning and learning that involves the generation of knowledge or cognitive skills, and learning strategies.

Nature of the learning process

Learning in schools emphasizes the use of intentional processes that students can use to construct meaning from information, experiences, and their own thoughts and beliefs.

Nature of the learning process

Successful learners are active, goal-directed, self-regulating, and assume personal responsibility for contributing to their own learning.

Nature of the learning process

The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

Goals of the learning process

The strategic nature of learning requires students to be goal directed.

Goals of the learning process

To construct useful representations of knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals.

Goals of the learning process

Initially, students’ short-term goals and learning may be sketchy in an area, but over time their understanding can be refined by filling gaps, resolving inconsistencies, and deepening their understanding of the subject matter so that they can reach longer-term goals.

Goals of the learning process

Educators can assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests.

Goals of the learning process

The successful learner can link new information with existing knowledge in meaningful ways.

Construction of knowledge

Knowledge widens and deepens as students continue to build links between new information and experiences and their existing knowledge base.

Construction of knowledge

The nature of these links can take a variety of forms, such as adding to, modifying, or reorganizing existing knowledge or skills.

Construction of knowledge

How these links are made or develop may vary in different subject areas and among students with varying talents, interests, and abilities

Construction of knowledge

unless new knowledge becomes integrated with the learner’s prior knowledge and understanding, this new knowledge remains isolated, cannot be used most effectively in new tasks, and does not transfer readily to new situations

Construction of knowledge

Educators can assist learners in acquiring and integrating knowledge by a number of strategies that have been shown to be effective with learners of varying abilities, such as correct mapping and thematic organization or categorizing.

Construction of knowledge

The successful learner can create and use a repertoire of thinking

Strategic thinking

approach to learning, reasoning, problem solving, and concept learning.

.Strategic thinking

They understand and can use a variety of strategies to help them reach learning and performance goals, and to apply their knowledge in novel situations.

.Strategic thinking

They also continue to expand their repertoire of strategies by reflecting on the methods they use to see which work well for them, by receiving guided instruction and feedback, and by observing or interacting with appropriate models.

.Strategic thinking

Learning outcomes can be enhanced if educators assist learners in developing, applying, and assessing their strategic learning skills.

strategic thinking

Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

thinking about thinking

Successful learners can reflect on how they think and learn, set reasonable learning or performance goals, select potentially appropriate learning strategies or methods, and monitor their progress toward these goals

thinking about thinking

successful learners know what to do if a problem occurs or if they are not making sufficient or timely progress toward a goal.

thinking about thinking

They can generate alternative methods to reach their goal

thinking about thinking

Instructional methods that focus on helping learners develop this higher order metacognitive strategies can enhance student learning and personal responsibility for learning.

thinking about thinking

Learning is influenced by environmental factors, including culture, technology, and instructional practices.

.Context of learning

Learning does not occur in a vacuum

.Context of learning

Teachers play a major interactive role with both the learner and the learning environment.

.Context of learning

Technologies and instructional practices must be appropriate for learners’ level of prior knowledge, cognitive abilities, and their learning and thinking strategies.

.Context of learning

The classroom environment, particularly the degree to which it is nurturing or not, can also has significant impacts on student learning.

.Context of learning

Motivational and Affective Factors:

1.Motivational and emotional influences on learning 2.Intrinsic motivation to learn 3.Effects of motivation and effort 4.Developmental influences on learning 5.Social influences on learning

What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.

Motivational and emotional influences on learning

The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can enhance or interfere with the learner’s quality of thinking and information processing.

Motivational and emotional influences on learning

However, intense negative emotions (e.g., anxiety, panic, rage, insecurity) and relative thoughts (e.g., worrying about competence, ruminating about failure, fearing punishment, ridicule or stigmatizing labels) generally detract from motivation, interfere with learning, and contribute to low performance.

Motivational and emotional influences on learning

The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn

Intrinsic motivation to learn

stimulated by tasks of optimal novelty and difficulty relevant to personal interests, and providing for personal choice of control.

Intrinsic motivation to learn

is facilitated on tasks that learners perceive as interesting and personally relevant and meaningful, appropriate in complexity and difficulty to the learners’ abilities, and on which they believe they can succeed.

Intrinsic motivation to learn

facilitated on tasks that are comparable to real-world situations

Intrinsic motivation to learn

Acquisition of complex knowledge and skills requires extended learner effort and guided practice.

Effects of motivation and effort

Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion.

Effects of motivation and effort

The acquisition of complex knowledge and skills demands the investment of considerable learner energy and strategic effort, along with persistence over time.

Effects of motivation and effort

As individuals develop, there are different opportunities and constraints for learning.