SCL Teaching Powerpoints with__Chinese 3 day programme.ppt

Overview概要.,StudentCentredLearning以学生为中心的学习Learning教Assessment评ApplicationofSCL以学生为中心教学方法的应用,Day1IntroductionGroundRules基本规则StudentCentredLearning以学生为中心的教学Workingingroups(Teamwork)小组学习Day2Planninglearning-thelearningcycle教学设计-学习圈理论Practicalteachingmethods实践教学法Role/Teachingmethods角色/教法Kolbslearningcycle科尔伯的学习圈ManaginglearningDay3Studentlearningactivities开展学生的学习活动Plenariesandlearning讨论与学习ApplyingSCLinyourworkplace将以学生为中心的教学方法应用到工作中,1.2,GroundRulesforStudentCentredLearning,TreateachotherwithrespectListenandvalueotheropinions,eveniftheydifferfromyourownShareyourideasandparticipatealongsideothersGivefeedbackwhichisconstructiveandsupportive.,2.1,Keyprinciplesofastudent-centredlearningapproach以以学生为中心教学法的基本原则,Student-centredlearning以学生为中心的教学法,1.Studentspriorknowledgeandexperiencesaretakenintoaccount充分利用学生已有的知识和经验,9.Theteacheractsasfacilitatoroflearningratherthanaspresenterofknowledge教师充当学习的促进者，而不是知识的呈现者,2.Studentsneedsandlearningpreferencesaretakenintoaccount考虑学生的需求和学习爱好,8.Activities/resourcesareusedtomotivate/support/challengestudents使用活动或资料来激励/帮助/挑战学生,5.Studentsareactivelyparticipatinginthelearningprocess学生积极参与学习过程,7.Studentsareencouragedtodevelopownideasandproblem-solvingskills鼓励学生提出自己的想法，培养决问题的能力,3.Formativeassessment,peerassessmentandselfassessmenthelpstudentslearn形成性评价、同学评估和自我评价对学习有帮助,4.Studentsdevelopkeyemployabilityskills培养学生核心就业技能,6.Studentsareencouragedtobecomeindependentlearners鼓励学生独立学习,Threequestions3个问题,WhatdoIwantthestudentstolearn?想让学生学什么?AIMSANDOBJECTIVES目的,3.HowwillIknowwhattheyhavelearned?怎样知道他们学会了？ASSESSMENT评价,2.HowcanIhelpthemlearnit?怎样教他们学会?METHODS,ACTIVITIESANDRESOURCES方法、活动与资源,TEACHINGCYCLE教学圈,TARGETGROUP目标组,OBJECTIVES目标,TEACHINGMETHODS教法,RESOURCES资源,ASSESSMENT评价,TEACHINGCYCLE教学圈,“IhearandIforget我听后会忘记，IseeandIremember,我看后能记住，IdoandIunderstand.”我做后能明白。,Consider想一想,Consider想一想,Makeacupoftea沏茶Tieashoelace系鞋带Rideabicycle骑自行车Givedirectionstoyourhome介绍去你家的路线,Task:Howwouldyoulearnbestto.?任务：怎样学最好？,Kolb,D.(1984)ExperientialLearning,NewJersey,Prentice-HallInc,Activists,Reflectors,Theorist,Pragmatist,Kolb(1984)LearningCycle学习圈,Experience体验(activity/exercise,etc.)活动/练习,ReviewingtheExperience复习,Concludingfromtheexperience总结,Planningthenextsteps计划下一步,ExperientiallearningCycleKolbandFry(1984)HoneyandMumford(1982),“adirectencounterwiththephenomenabeingstudied”(Brookfield19830),TwoModelsofLearning种学习模式,Traditional/Input传统输入Passive被动Receipt接收Fillsadeficit填补空缺Outsidestimulus外部刺激Keywordsgive,impart,convey关键词：“给、传授、传送”Transferofskillsandknowledge传授知识和技巧Needforteacher需要老师,Modern/Action现代行为Active主动Search探索Seeksatisfaction需求满足Innerdrive内驱动力Keywords:create,discover关键词：“创造、发现”Problem-solving解决问题Self-learning自我学习,TheRoleoftheTeacher教师的角色,Mentor指导者Counsellor顾问Tutor辅导者Facilitator促进者Manager管理者TeamLeader领队Administrator资料员Adjudicator评价者Mediator协调者,Teachingmethods教学方法,MostControl控制最多,LeastControl控制最少,TeacherControlledLecture讲授,demonstration演示教师控制Structureddiscussion有组织的讨论,SharedControlTutorial辅导,Simulation模拟,师生相互控制Roleplay角色扮演Resourcesbasedlearning利用资源学习,LessControlledUnstructureddiscussion自由讨论,控制少Seminar讨论课Practical实操课,TeacherControlledDistancelearning远程学习教师控制Discoveryprojects项目教学Reallifeexperiences实习,Teachingshouldnotbethoughtofastransmissionbutasanengagement教学是参与，而不是灌输。(LightandCox2001),Teaching教学,Changesinactivity变换活动,“restoreattentionandconcentration”能吸引学生注意，使他们集中精力。(Biggs2003:102),BrookfieldsLenses,Viewingexperiencesthrough从不同镜头看,(Brookfield,S.(1995)BecomingaCriticallyReflectiveTeacher,SanFrancisco:Jossey-Bass),AutobiographicalLenses自身的角度,PeerLenses同行的角度,Client/learnerLenses客户/学生的角度,TheoreticalLenses理论角度,Assessmentdefinitions评价的定义,Summativeassessment终结性评价Thisisassessmentoflearning是对学习的评价Formativeassessment形成性评价Thisisassessmentforlearning.是为学习进行的评价,AssessmentforLearning为学习的评价,Someprinciples原则1.shouldbepartofeffectiveplanningofteachingandlearning应该是有效进行教学设计的一部分。2.shouldfocusonhowstudentslearn应把重点放在学生的学习方法上。3.shouldberecognisedascentraltopractice应视为教学实践的重要环节。4.shouldbesensitiveandconstructivebecauseanyassessmenthasanemotionalimpact任何评价都对情感有影响，因此评价应谨慎和有建设性。5.shouldtakeaccountoflearnermotivation应考虑学生的学习动机。6.shouldpromotecommitmenttolearninggoalsandasharedunderstandingofthecriteriabywhichtheyareassessed应有助于实现教学目标，并使师生都理解评价他们的标准。7.Learnersshouldreceiveconstructiveguidanceabouthowtoimprove学习者应得到有关如何改进的建设性指导。8.developslearnerscapacityforself-assessmentsothattheycanbecomereflectiveandself-managing培养学生的自我评价能力，使其能自我反思和自我管理。,Robustassessment有效的评价,AssessmentforLearningis对学习的评价应该Accurateassessment(knowingstandards)准确（熟悉标准）Fairassessment(validmethods)公正（使用有效的方法）Reliableassessment(judgementsareconsistent)可靠（结论应前后一致）Usefulassessment(identifyinghowtoprogress)有用（明确如何推进）Focusedassessment(identifyingblocksinastudentsprogress)重点突出（找出学生的学习障碍）Continuityofassessment(eachassessmentstageisclear)连续（每个评价阶段非常清楚）,Assessment评价feedback反馈,Tobeusefultolearners,assessmentshouldleadtofeedback:要对学生有用，评价须能产生反馈。Feedbackcanbe反馈的形式:Oral口头的Written书面的Nonverbal非言语的,Featuresthatwillinfluencelearning影响学习的因素,Stimulatingallthesenses刺激所有感官Atmospherefreefromunduepressureandstress,butwithadegreeofpleasurableinterest环境没有过多的压力，却有些许趣味性。Seriesofnovelchangesthatareneithertoohardoreasy一系列难易适度的新奇变化Encouragessocialinteractionforsomeactivities鼓励某些活动中的社会交往。Promotesthedevelopmentofskillsandintereststhataremental,aesthetic,socialandemotional鼓励培养心智、审美、社会和情感方面的技能和兴趣。Encouragesthelearnertobeanactiveparticipant鼓励学习者积极参与。(CleevesDiamond1999),Featuresthatwillinfluencelearning(-ive)影响学习的因素,Requiringuseofalimitedsetofthesenses需要的视角单一Anuninvitingatmosphereorathreateningonecreatingpressureandstress气氛沉闷、压抑Settingmonotonousorrepetitivetaskswithdemandsnotlinkedtocapabilities作业重复单调，无需太多技能Isolatinglearnersfromoneanother(physicallyand/orsocially)学生相互隔离Promotinganunevenprofileofskillsandinterestsbetweenthemental,aesthetic,socialandemotional使学生的心智、审美、社交和心理技能发展不全面Encouraginglearnerstobepassive,dependentanddocile.鼓励学生被动、依赖和顺从,Applicationtoyoursetting应用到自己的工作环境,IntransferingStudentCentredLearningtoyoursettingwhatmightbethebarrierstosuccess?在本单位采用以学生为中心的教学法有何障碍？Competence?能力？Tomuchofashiftinpractice?教学方法变动太大？Tooradical?过于激进？Therefore-whynotstartsmallengageagentsofchange(students?)那为何不进行小幅度的变化呢？Build/contributetoacultureofchange建设催生一种求变的文化Makecleartheexpectationsofyouasteacher明确自己作为教师的期待Asyouprepareyouractivitiesthinkabout准备活动时，请思考：Whatwillyouractivitieslooklike?你的活动会是什么样子？Thisactivitypackageshouldbeeasytotransfertoyoursetting这个“活动包”应该易于在自己的单位实施。Nowitisovertoyouengageandbeactive现在请积极参与,Finish,HoneyandMumfordsLearningStyles学习风格,Pragmatist.Letstryit.实用主义者：让我试试Relevantandpractical相关和实用Trythingsoutwithsupportfromanexpert在专家帮助下尝试解决问题Givenimmediateopportunitiestoimplementwhatlearnt给机会现学现做Problemsolving解决问题Activists.Letsdoit.行为主义者：让我做吧Newexperiences新的体验Haveago试一试Problemsolving解决问题Teamwork团队合作Reflector.Letsthinkaboutit.反思者：让我想想Thinkingthingsthrough全面考虑Observation观察Paireddiscussions结对讨论Opportunitytoreviewandreflect给机会总结和反思Theorist.Letsunderstandit.理论家Modelsandconcepts模型和概念Lectures讲课Followingstep-by-stepinstructions讲课循序渐进Opportunitytoaskquestionsandprobeideas给机会提问题和发表自己的观点,HoneyandMumfordsLearningStyles学习风格,Labellinglearners给学习者贴标签.,Franklins(2006)labels.Learnersbeinglabelledasbeingparticulartypesoflearner.学习者都是具体某种类型的学习者Honey-MumfordsPragmatist实用主义者Activist行为主义者Reflector反思者Theorist理论家Buttakesnoaccountofcontext没考虑语境(Coffieldetal.),Gardnerslabels(2003)(Multipleintelligences多种智能)Logicalmathematical逻辑数学的Linguistic语言的Musical音乐的Spatial空间的Bodilykinaesthetic运动觉Interpersonal人际的Intrapersonal内心的Naturalist自然主义者Spiritual精神上的,Theoriesoflearning学习理论,Piaget:CognitiveDevelopmentTheory皮亚杰：认知发展理论Physicalmaturationleadstosequentialdevelopmentthatincludescognitivedevelopment.身体发育导致包括认知发展在内的顺序发展。Learnersthoughttolearnnewconceptsbyassimilation,takinginandadaptingnewinformationtofitexistingconceptsandby,accommodation,modi