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[edit | edit source]

Learning process in pedagogy[edit | edit source]

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[edit | edit source]

  • 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[edit | edit source]

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

Feedback[edit | edit source]

  • 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[edit | edit source]

Guided & Independent Practice[edit | edit source]

Assessment[edit | edit source]