Model-Based Activity Sequences
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Guided Instruction
Equivalent terms: drill and practice, computer-based training
Progressive acquisition of component skills or concepts, through sequenced routines of organised activity with feedback.
Outline of a 'typical' sequence
- Orientate student in relation to target domain (concepts or skills)
- Break down domain into component units
- Introduce unit (content or skill)
- Students practice skill or recall content
- Provide feedback on performance
- Repeat 4-5 until performance meets success criteria
- Move onto next component: repeat 3-6.
- Test extended performance (full skill-set or concept group)
- Take any remedial action until success criteria is met
Integrative activities are carried out by the tutor.
Example
Link to further information about this model of learning
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Instructional Systems Design
Abbreviated to ISD.
Progressive acquisition of component skills or concepts, through sequenced routines of organised activity with feedback. This approach is similar to guided instruction, but emphasises also the appropriate instructional technique for each component unit.
Outline of a 'typical' sequence
- Orientate student in relation to target domain (concepts or skills)
- Break down domain into component units through a hierarchical analysis of conceptual structure. Devise a separate instructional approach for each concept.
- Introduce unit (content or skill)
- Students practice skill or recall content
- Provide feedback on performance
- Repeat 4-5 until performance meets success criteria
- Move onto next component: repeat 3-6.
- Test extended performance (full skill-set or concept group)
- Take any remedial action until success criteria is met
Integrative activities are carried out by the tutor.
Example
Link to further information about this model of learning
Refs here are to Gagne
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Cognitive Scaffolding
Focus is on challenging and developing students’ conceptions through progressive conceptual tasks.
There may be opportunities for collaboration and debate.
Outline of a 'typical' sequence
- Situate knowledge in context of domain.
- Present content (structure, sequencing, media, language must match paradigm of subject area)
- Anticipate, elicit and accommodate student misconceptions.
- Explain, summarise, illustrate, answer questions.
- Re-present content for different student needs
- Design and assess tasks based around interpretation and re-presentation of content
Integrative activities are typically carried out by the tutor.
Example
Link to further information about this model of learning
This is Piaget
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Experiential Learning
Focus on active learning, either through individual experimentation or through peer exploration and discussion.
Outline of a 'typical' sequence
- Review relevant terms and concepts
- Expose student to new experience or concept
- Support active observation and reflection (e.g. by structured note-taking, comprehension questions, discussion)
- Student presents new conception
- Student plans further investigation (e.g. experimentation, research)
- Repeat 2-5.
- Student presents final state of conception.
Integrative activities may be directed by the tutor or progressively by the student(s).
Example
Link to further information about this model of learning
Kolb's learning cycle
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Constructivist Learning Models
Focus is on student activity within an environment of tools, resources and services. Overall control of content remains with the tutor, but within the learning environment there is relative autonomy.
Outline of a 'typical' sequence
- Scope conceptual domain in terms of key issues, problems and scenarios
- Represent conceptual domain e.g. through simulations, case studies
- Provide tools to investigate conceptual domain (e.g. adaptive or productive)
- Introduce key terms and concepts
- Set investigative tasks or questions
- Support student access to environment
- Provide opportunities to discuss or reflect on findings
Integrative activities generally carried out by tutor. Student may have some direction over task goals.
Example
Link to further information about this model of learning
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Problem-Based Learning
Students investigate specific problems and issues with access to a range of relevant content resources.
Students have a variable degree of control over problems set.
Outline of a 'typical' sequence
- Present problem
- Student elaborates problem (e.g. through analysis, discussion)
- Provide information resources
- Student seeks information
- Student analyses and evaluates information for relevance
- Student applies information to problem
- Student presents solution(s)
Integrative tasks generally directed by the tutor but may incorporate peer feedback and discussion.
Example
Link to further information about this model of learning
See list of refs on printed sheet
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Case-Based Learning
Students develop their own conceptions of a subject area through exploring exemplary cases.
Students have a variable degree of control over problems and tasks.
Outline of a 'typical' sequence
- Present key terms, concepts and issues
- Student re-presents key terms etc [1 and 2 optional]
- Present or provide access to relevant cases
- Student analyses cases in terms of key concepts
- Student presents refined understanding of key concepts
Integrative tasks generally directed by the tutor but may incorporate peer feedback and discussion.
Example
Link to further information about this model of learning
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Anchored Instruction
Case-based or problem-based learning that revolves around a pre-prepared 'anchor', typically a video, story or narrative case study.
Anchor is crucial to process, typically produced by instructional design team as part of a teaching pack. Often used for basic language or mathematical learning.
Outline of a 'typical' sequence
- Provide 'anchor' (= story, video, play, case study)
- Support student discussion and exploration
- Students identify and describe problem(s) presented in ‘anchor’
- Students identify and share resources for solving problem(s)
- Students apply knowledge to problem(s)
- Students present solution(s)
Integrative activities are directed by the tutor but may be shared with other students, esp in discussion.
Example
Link to further information about this model of learning
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Research-Based Learning
Incls. exploratory learning
Does IBL belong here? If so, then a useful potted intro is at the CILASS site http://www.shef.ac.uk/cilass/ibl.html. Good link from there to an online resource (Irish) is http://www.aishe.org/readings/2005-2/contents.html
General term for student-directed investigation, typical of higher level learning.
Outline of a 'typical' sequence
- Student defines key question, hypothesis or issue
- Student defines investigative approach
- Support 1 and 2 (e.g. provide information on relevant investigative processes and protocols)
- Student carries out relevant investigations
- Support 4 (e.g. guide, model , suggest alternative courses of action)
- Student reports findings
- Provide formative feedback on processes and findings
Integrative tasks progressively taken over by the student.
Example
Link to further information about this model of learning
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Conversational Framework
Through the learning dialogue, students’ conceptions are progressively challenged and developed. Teaching content is adapted to students’ needs.
May be carried out with peer mentor(s) rather than tutor. Dialogue with more knowledgeable tutor/mentor is critical.
Outline of a 'typical' sequence
- Set task goal
- Describe concept
- Student describes concept AND/OR student performs task
- Re-describe concept in light of student action or description
- Adapt task goal in light of action or description
- Repeat steps 2-5 until student and teacher descriptions co-incide.
Integrative activities are directed by tutor but may be shared with student(s).
Example
Link to further information about this model of learning
Laurillard and Pask
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Reciprocal Teaching
Is this appropriate to post-compulsory learning?
Example
Link to further information about this model of learning
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Collaborative Learning, CSCL
CSCL = ...
Students work collaboratively towards agreed learning goals.
Students may be assessed individually on their contribution to a collective process and outcome, or may be collectively assessed. The focus is on peer feedback and peer-assessment.
Outline of a 'typical' sequence
- Agree learning goals
- Agree allocation of tasks
- Support processes of self-assessment, negotiation and team working
- Support access to relevant resources, facilities and tools
- Agree when goals have been reached
- Support process of peer evaluation and review.
Example
Link to further information about this model of learning
Dillenbourg et al.?
Cognitive Apprenticeship
Brown, Collins etc.
Learning tasks are... Learning takes place through....
Tutors remain responsible for feedback and assessment (though self-assessment is progressively encouraged).
Outline of a 'typical' sequence
- Student introduced to context
- Student observes activity in context
- Opportunities for discussion and reflection with peers
- Student participates peripherally in activity
- Opportunities for feedback, discussion and reflection
- Student participates more centrally in activity
- Repeat 5-6: student becomes progressively enculturated in practice of the community
- Feedback focusing on process and authenticity.
Example
Link to further information about this model of learning
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Situated Learning
Include ref. to LPP
Learning is situated in an authentic work-based or learning community, of which the student may be a 'novice' member.
Learning tasks are negotiated in situ. Learning takes place through informal observation and participation rather than formal instruction.
Tutors remain responsible for feedback and assessment (though self-assessment is progressively encouraged).
Outline of a 'typical' sequence
- Student introduced to context
- Student observes activity in context
- Opportunities for discussion and reflection with peers
- Student participates peripherally in activity
- Opportunities for feedback, discussion and reflection
- Student participates more centrally in activity
- Repeat 5-6: student becomes progressively enculturated in practice of the community
- Feedback focusing on process and authenticity.
Example
Link to further information about this model of learning
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Critical Reflection
Found in CPD, WBL
Learning is situated in an authentic work-based or learning community, of which the student is typically already a member.
Learning tasks are negotiated in situ. Learning takes place through informal observation and participation rather than formal Tasks arise in the context of an established work role and are assessed by the student with the support of a tutor or mentor.
Outline of a 'typical' sequence
- Learning goals negotiated with student
- Give access to relevant professional resources and/or mentoring
- Clarify alternative courses of action
- Support the process of critical reflection
- Support the development of specific work-related skills.
- Support self-evaluation and forward planning.
- Encourage and recognise achievements
Example
Link to further information about this model of learning
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Dialogue, Argumentation
Students are encouraged to develop their own opinions, values and points of view through debate with peers.
Outline of a 'typical' sequence
- Agree key topics and issues for discussion
- Agree roles and rules of debate
- Support and moderate discussion as appropriate
- Model appropriate behaviour in discussion forum
- Capture and re-present key learning events
- Evaluate and reflect on process
Integrative activities and moderating roles may be directed by the tutor or progressively by students.
Example
Link to further information about this model of learning
