gary d borich effective teaching methods, 6th .PPTVIP

Gary D. Borich Effective Teaching Methods 6th Edition Chapter 10 Self-Directed Learning Chapter Overview Self-directed learning Metacognition Skills for a good demonstration Teacher mediation Zone of maximum response opportunity Functional errors Reciprocal teaching Social dialogue versus class discussion The role of inner speech Sample dialogues of self-directed learning Other cognitive strategies Mnemonics Problem-based strategies A five-stage system for teaching problem solving: IDEAL Project-based strategies Characteristics of good projects Promoting the goals of self-directed learning in the culturally diverse classroom Self-Directed Learning Self-directed learning is an approach to teaching and learning that actively engages students in the learning process for the purpose of acquiring outcomes at higher levels of cognitive complexity. Self-directed Learning Sequence Self-directed learning involves the following sequence of activities: Provide information about when and how to use mental strategies for learning. Illustrate how the strategies are to be used in the context of real problems. Provide students the opportunity to restructure content in terms of their own thinking and prior understandings. Gradually shift the responsibility for learning to students through activities that engage them in increasingly complex patterns of thought. Metacognition Metacognition is a strategy for self-directed learning that assists learners in internalizing, understanding, and recalling the content to be learned. Metacognitive strategies include self-interrogation, self-checking, self-monitoring, and techniques for classifying and recalling content known as mnemonics. Mental Modeling Metacognitive strategies are most easily conveyed through mental modeling in which learners are “walked through” the process of attaining a correct solution. Mental modeling includes: Illustrating for students the reasoning involved. Making them conscious of it Focusing learners on