JIGSAW Exercise (2007-02-10)
Specifying intentions for a lesson - Ausubel
links:
http://www.ausubel.com/
http://tip.psychology.org/ausubel.html
http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/cognitive.html
Cognitive theory of learning
Learning dependent on:
How much processing of information - ie more/deeper
Relating new information to prior learning,
Organising, sorting, making connections
Emphasis on HOW the information is processed
Concept of 'Advance Organiser' - device or mental tool used to get a grip on the info
Rote V Meaningful - if the student is _actively_ doing things with the information it is more likely to be retained: eg filling in missing words, rearanging sentances, providing additional examples
the most important thing a child could bring to learning situation was what s/he already knows...http://chd.gmu.edu/immersion/knowledgebase/strategies/cognitivism/AdvancedOrganizers.htm
The most important element of meaningful learning is not so much how information (rote vs. discovery) is presented but how new information is integrated into an existing knowledge base.
One strategy - give students a preview of what will be learned - eg at the beginnging of the lesson say what will be covered before starting - this gives students a glimpse of the big picture.
from: http://wik.ed.uiuc.edu/index.php/Advance_organizers
Examples and Types of advance organizers
1. Advanced Organizers
2. Expository - describe the new content.
3. Narrative - presents the new information in the form of a story to students.
4. Skimming - used to look over the new material and gain a basic overview.
5. Graphic organizer - visiuals to set up or outline the new information.
6. Concept mapping
email blog address to acoman@nd.edu.auassistant Belinda Stomeman - 02 8204 4200
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