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Learning process: Difference between revisions

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* the processes, methods, and strategies by which students engage learning
* the processes, methods, and strategies by which students engage learning
* the Learning Process deeply impacts classroom management and student engagement


== Learning process in general ==


== Learning process depiction ==
== Learning process in pedagogy ==


{{#mermaid:flowchart TD;
from the pedagogical, or teaching, perspective the learning process engages students in two basic steps:
A[A Teacher]-- New topic or concept! ---B[B GUIDED PRACTICE];
 
B[B GUIDED PRACTICE]-- Teacher shows! ---C[C Student];
# teacher showing
C[C Student]-- Student does! ---D[D Independent practice];
# student doing
D[D Independent practice]-->Dd[Dd Homework];
 
A[A Teacher]-- Assigns homework-->Dd[Dd Homework];
These are called
Dd[Dd Homework]-->A[A Teacher]
# Guided practice
A[A Teacher]-- Grades and corrects!-->F[FEEDBACK];
# Independent practice
 
=== Guided Practice ===
* by "guided" we mean "teacher shows, demonstrates, explains," etc.
** i.e., "guided" = the teacher helps the student
* by "practice" we mean the student "does" along with what the teacher "guides"
* for the student guided practice may entail:
{| class="wikitable"
|+
!Teacher Shows
!Student Does
!Methodology
!Positive
!Negative
|-
|Lecture
|
* listen
* take notes
* ask questions
|
* Lecture-based Guided Practice extends student prior knowledge
|
* instructional and informational transfer can be maximized via lecture
* pacing must match classroom and individual student "prior knowledge", upon which new learning is built and practiced
|
* students must be "guided" in effective lecture- based learning
* students may process new information at different paces
|-
|Cooperative (or Group) Work
|
* follow teacher or project instruction
* actively participate
*
|
* with teacher guidance students practice in groups so that each becomes both teacher and student
|
* So long as the students have been guided properly on goals steps, outcomes, etc., cooperative practice yields more active student practice than lecture
|
* students may not cooperate with one another
* the learning will be constrained by the limits and parameters of the activity
|-
|
|
|
|
|
|}


}}
=== Independent practice ===


subgraph LR
* by "independent" we mean the student engages the "practice" alone, without teacher guidance
C[C Student]-->Dd[Dd Homework];
** paired or group practice is not entirely independent
D[D Homework]-->A[A Teacher];
A[A Teacher]-- grades & gives feedback! ---Bc[FEEDBACK];
end


D[D Independent practice]
=== Feedback ===
subgraph LR
A[A Teacher]-- Grades homework --->F[FEEDBACK];
end


Note: the ; (semicolon) creates the link
* Guided Practice is connected to Independent Practice via teacher feedback
* removing it starts a new column
* feedback comes in the form of
** questions and answers
** formal or informal assessment with correction
*** informal assessment: teacher asks or presents students with questions, usually without grading
**** i.e., in-class Question and Answer
**** worksheets
**** review
*** formal assessment: graded independent practice to be measured by a grade
**** homework, quiz, test, project, etc.


<u>'''Learning process depictions'''</u>


===ASDF===
== Feedback Loop ==


== asdf ==
{{#mermaid:flowchart LR
{{#mermaid:sequenceDiagram
    subgraph 1
participant Teacher
        direction TB
participant Student
        A[TEACHER GUIDED PRACTICE]--TEACHER SHOWS--> B[STUDENT INDEPENDENT PRACTICE]
  Teacher->Student: Teacher shows
    end
  Student->>Student: Student does
    subgraph 2
  Note left of teacher: <br>Here's what we are learning today
        direction TB
        D[TEACHER GUIDED PRACTICE] --> E[STUDENT INDEPENDENT PRACTICE]
    end
    1--ASSESSMENT-->C[FEEDBACK]
    C--CORRECTION-->2
    2-->F[FEEDBACK]
 
}}
}}
<nowiki>  loop Guided Practice
  Teacher->Teacher: Teacher shows


{{#mermaid:sequenceDiagram
== Guided & Independent Practice ==
  participant Alice
{{#mermaid:flowchart TD;
  participant Bob
  A[Teacher]-- 1.Teacher introduces new topic or concept -->B[GUIDED PRACTICE];
  Alice->>John: Hello John, how are you?
  B[GUIDED PRACTICE]-- 2. Teacher explains & demonstrates -->C[Student];
  loop Healthcheck
C[Student]-- 3. Student tries on own & asks questions<br>= guided practice-->B[GUIDED PRACTICE];
  John->John: Fight against hypochondria
A[Teacher]-- 4. Teacher assigns homework<br>sets expectations-->Dd[Homework];
  end
Dd[Homework]-- 5. Student does homework<br>= independent practice-->E[INDEPENDENT PRACTICE]
  Note right of John: Rational thoughts <br/>prevail...
A[Teacher]-- 6. Teacher grades and corrects homework-->F[FEEDBACK];
  John-->>Alice: Great!
  John->>Bob: How about you?
  Bob-->>John: Jolly good!
}}
}}


</nowiki>
== Assessment ==
{{#mermaid:flowchart TD;
A[Teacher]-- 1.Teacher assigns test & reviews -->B[GUIDED PRACTICE];
C[Student]-- 2. Students asks questions<br>= guided practice-->B[GUIDED PRACTICE];
C[Student]-- 3. Student studies & prepares -->D[INDEPENDENT PRACTICE]
D[INDEPENDENT PRACTICE]-- 4. Student takes test -->E[Test];
E[Test]-- 5. Teacher grades and corrects test-->F[FEEDBACK];
}}
[[Category:Learning process]]
[[Category:Metacognition]]
[[Category:Pedagogy]]
[[Category:Classroom Management]]

Latest revision as of 16:12, 31 January 2024

Learning process

  • the processes, methods, and strategies by which students engage learning
  • the Learning Process deeply impacts classroom management and student engagement

Learning process in general

Learning process in pedagogy

from the pedagogical, or teaching, perspective the learning process engages students in two basic steps:

  1. teacher showing
  2. student doing

These are called

  1. Guided practice
  2. Independent practice

Guided Practice

  • by "guided" we mean "teacher shows, demonstrates, explains," etc.
    • i.e., "guided" = the teacher helps the student
  • by "practice" we mean the student "does" along with what the teacher "guides"
  • for the student guided practice may entail:
Teacher Shows Student Does Methodology Positive Negative
Lecture
  • listen
  • take notes
  • ask questions
  • Lecture-based Guided Practice extends student prior knowledge
  • instructional and informational transfer can be maximized via lecture
  • pacing must match classroom and individual student "prior knowledge", upon which new learning is built and practiced
  • students must be "guided" in effective lecture- based learning
  • students may process new information at different paces
Cooperative (or Group) Work
  • follow teacher or project instruction
  • actively participate
  • with teacher guidance students practice in groups so that each becomes both teacher and student
  • So long as the students have been guided properly on goals steps, outcomes, etc., cooperative practice yields more active student practice than lecture
  • students may not cooperate with one another
  • the learning will be constrained by the limits and parameters of the activity

Independent practice

  • by "independent" we mean the student engages the "practice" alone, without teacher guidance
    • paired or group practice is not entirely independent

Feedback

  • Guided Practice is connected to Independent Practice via teacher feedback
  • feedback comes in the form of
    • questions and answers
    • formal or informal assessment with correction
      • informal assessment: teacher asks or presents students with questions, usually without grading
        • i.e., in-class Question and Answer
        • worksheets
        • review
      • formal assessment: graded independent practice to be measured by a grade
        • homework, quiz, test, project, etc.

Learning process depictions

Feedback Loop

Guided & Independent Practice

Assessment

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