Guided discovery by TKf5O5r7

VIEWS: 4 PAGES: 15

									Alternative approach:
Guided Discovery
Guided discovery
= guideline for competence based projects

Tradition phases               Characteristics
of learning projects:          of learning projects:
• Motivation                   • Multidisciplinary
• Brainstorm                   • Socially relevant theme
• Action                       • Active, creative, interactive
• Presentation                 • Focus on process




                                                            2
Additional Criteria
Competence based projects
GOAL: maximizing the participation of the learner.

•   Mutual learning.
•   Focus on personal experiences and interests.
•   Learner sets out his own learning goals.
•   Learner defines degree of cooperation.
•   Learner chooses his own activity or route.
•   Open tasks: diverse results.
•   Diverse material and sources. (heritage)
•   Reflection is essential.




                                                     3
Competence based projects

5 phases:

•   Fase   1:   Confrontation and questioning
•   Fase   2:   Input
•   Fase   3:   Goal and action setting
•   Fase   4:   Problem solving
•   Fase   5:   Demonstration and evaluation




                                                4
Phase 1:
Confrontation and questioning

 • Introduction of a story, problem, question or
   case.
 • Can admit different forms: story, excursion,
   cartoon, music, theatre, poem, dance,
   painting, picture, ...
 • Learners reflect in groups of 4-5:
   –   Which questions evoke the confrontation?
   –   What strikes my interests?
   –   What do I want to learn?
   –   Which goals do we set out?



                                                   5
Phase 2: Input

• Learners experience with heritage.
• Different learning routes are handed out.
• Learners chose their route according to
  their goals/interests.
  – Not every learner follows the same route.
  – Other suggestions are possible.
• Eventually jigsaw-method.




                                                6
Phase 2: Input
The routes are diverse:
• Diverse heritage: buildings, pictures, stories,
  statistics, paintings, texts, landscapes,
• Diverse locations.
• Diverse activities: roleplay, infosearch,
  discussion, webquest, …
• Multidisciplinary: historical, geographical,
  biological, chemical, mathematical, linguistic, …
• Diverse human dimensions: political, social,
  cultural, religious, economical, ecological, ...
Phase 3: Goal
and action setting
 REFLECTION:
 • How depends on the targetgroup: in the initial group
   (jigsaw), plenum or individual.
 • The learners:
    – Epathise essential experiences.
    – Redefine learning goals of phase 1 .
    – Get acquainted with (a selection of) the transversal key
      competences.


 ACTION SETTING:
 • Theacher suggests different types of learning paths :
    –   Artistic or theoretical.
    –   Humanities or positive science.
    –   The different learning styles of Kolb.
    –   Group or more personal work.
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Phase 4: Problem solving
• Learners are confrontated with various problems.

• Which is the most appropriate way of solving problems:
   – Feed forward: the teacher anticipates on coming problems.
   – Buffering: the problems are absorbed by the learners.
   – Feedback: learners experiment and get feedback
     afterwards.


• The learning environnement balances between control
  and freedom.

• The teacher is a coach and has to:
   –   Embed moments of reflection, rest, self-evaluation.
   –   Give attention on cooperation techniques.
   –   Explicit methods of problem solving.
   –   Give training in needed skills and knowledge.
                                                                 9
Phase 5:
Demonstration and evaluation
• Learners demonstrate how they worked on their learning
  goals.
• Learners relflect on the transversal key competences.
• Evaluation and criteria are diverse and could be different
  for each learner.
• The demonstration can focus on the process and/or on
  the product.
• Different forms of evaluation are used in every phase: co
  assessment, self assessment, peer assessment, …



(Opm.: Guided discovery = to be used flexibele.
Differentiation in every phase is not nescessary.)
                                                          10
Transversal key Competences:


LEARNING TO LEARN:
• Ability to organise and regulate one’s own
  learning, both individually and in groups.
• Ability to manage one’s time effectively.
• To solve problems.
• To acquire, process, evaluate and assimilate new
  knowledge
• Apply new knowledge and skills in a variety of
  contexts.
• Contributes strongly to managing one’s own
  career (learning) path.
Transversal key Competences:

INTERPERSONAL COMPETENCE
• Participation in an efficient, constructive way and
  resolve conflict in social life, in interaction with
  other individuals (or groups).

CIVIC COMPETENCE
• Participation in civic life.
• Critical reception of information.
Transversal key Competences:


ENTERPRENEURSHIP
•   The propensity to bring innovation.
•   The ability to welcome and support innovation.
•   Taking responsibility for actions.
•   Setting objectives and meeting them.
•   Having the motivation to succeed.




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Transversal key Competences:


CULTURAL EXPRESSION:
• Appreciation of the importance of the
  creative expression of ideas.
• Experiences and emotions in a range of
  media, including music, corporal
  expression, litterature and plastic.



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    Bibliography:
•   BAERT, H. BEUNENS, L., DEKEYSER, L., Projectonderwijs, sturen en begeleiden van
    leren en werken, Acco Leuven, 2002.
•   BAERT, H., DEKEYSER, L., (red.) Projectonderwijs, leren en werken in groep, Acco
    Leuven, 1999.
•   DANCKAERT, E.,Competenties in praktijk gezet, praktijkboek voor
    competentieontwikkeling in het (hoger)onderwijs, Wolters Plantyn, Mechelen, 2008.
•   DE LAAT, C., De docent als competentiegericht opleider, ThiemeMeulenhoff, Utrecht,
    2006.
•   DE LAAT, C., De competentiegerichte student, ThiemeMeulenhoff, Utrecht, 2006.
•   DOCHY, F., NICKMANS, G., Competentiegericht opleiden en toetsen, theorie en
    praktijk van flexibel leren, Lemma, Utrecht, 2005.
•   DE TROYER, V.(red.) e.a., Hereduc: Erfgoed in de klas, Een handboek voor
    leerkrachten, Garant, Antwerpen-apeldoom, 2005.
•   HEYLIGHEN, F., Complexiteit en Evolutie, onuitgegeven cursus, VUBrussel, 2003-
    2004.
•   STRUYVEN, K, JANSSENS, S., Begeleid zelfstandig leren via activerende werk- en
    toetsvormen, handleiding voor leerkrachten en onderwijskundigen, De Boeck,
    Antwerpen, 2007.
•   TEUNE, P., ROS, A., KNOL, M., Stimuleren van leren, ThiemeMeulenhoff, Utrecht,
    2008.
•   Vlaamse Onderwijsraad, Competentie-ontwikkelend onderwijs, Garant, Antwerpen,
    2008.
•   Werkgroep Docenten Onderwijszaken, Gids voor projectonderwijs, HvU Press,
    Utrecht, 1999.                                                                   15

								
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