Self-learning and co-operated learning

1. Self-learning and co-operated learning Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11

2. Learning is an activity you have to do yourself ?

3. What are teachers expectations? Discussion: • What do you want (them) to learn? • How do you want (them) to learn?

4. Results of learning activities We learn: 10% from what we read. 20% from what we hear 30% from what we see 50% from what we see and hear 80% from what we experience 95% from what we explain to others

5. Importance of self-education/ co-operated learning • Social arguments Our society asks more self-depending qualities from people • Essential arguments Learning is not the result of direct instruction of knowledge but the result of constructive thinking activities The quality of learning-results are depending on the learning activities people attempt by themselves

6. Important issues for teaching self-learning Identify the meaning of terminology according to self education Analyse possibilities of teaching self-education and co-operated learning within a prison culture

7. Identify the meaning of terminology according to self education (Vermunt e.a.) • Cognitive learning activities: assimilate information examples: relate, structure, analyse, memorise • Affective activities: emotional effects examples: motivate, estimate, effort, assimilate emotions ( associate with negative feelings) • Meta-cognitive regulation-activities: associate with the learning process orientation on the task, plan, process keeping, test, diagnose, rearrange = Characteristic of a successful learner!

8. Analyse possibilities of teaching self-education and co-operated learning within a prison culture • Do teachers recognise the characteristics of their pupils? • What is the meaning of the teachers about self-education for the target-group • Are there possibilities to change their teaching strategies? • Do they want to change them? • What could be the positive effect ?

9. Learners conceptions • Many learners think that instructors see self-education as abdicating their educational role. • Teachers expect learners to plan, conduct, and evaluate their own learning • Taking responsibility for self-learning and contributing actively to that process may not come ‘naturally’ to pupils. They will need to be taught.

10. Teachers conceptions • Learners have a teacher-depending attitude that is deep-seated, strongly held, and difficult to modify • Learners can’t clarify their own goals • Learners mostly don’t have enough self-confidence about their learning- possibilities • Learners suffer intern motivation and a realistic approach to studying.

11. the teachers strategies • Which strategies are useful to motivate students to self-learning and co-operated learning? • Which instruction strategies do you use?

12. Instruction-strategies on the way to self-learning The teacher tells and the class listens • Direct Instruction: teacher is leader, active participation of the studentsPreconditions:- individual stimulation- safety - visibility • Co-operated-learning: less directed learning, students work together and take responsibility for each-other • Roll-reversed teaching

13. Extern directed-learning • Strict extern direction teacher directs the learning-process and activities • Free extern direction: student directs the learning-process and learning activities • Averaged direction Decrease direction: from strict to averaged direction Trough: process directed instruction (intends behavioral changes by learners)

14. Co-operate learningas a component of partial self-directed learning Traditional co-operated learning Co-operatedlearning No mutual dependence Positive mutual dependence No individual responsibility Individual responsibility Homogeneous groups Heterogeneous groups One leader Partial leadership Responsibility for oneself Responsibility for each-other Directness on the task Directness on task and process Social skills assumed Social skills are part of the learning-process Teacher takes no notice of the group Teacher observes and, intervenes No attention for the (group)process Systematic attention for the group-process

15. Groups-instruction • For the student • For the teacher • For the learning-environment in prison(s) Witch preconditions are necessary to come to partial directed instruction?

16. Preconditions SL/CL: the student SL instruction-strategy should not conflict to much with the learning-strategy of the student Measure of Measure of extern direction self-direction Strong Partial Release High Destructive friction Destructive friction Similarity Average Destructive friction Similarity Constructivefriction Low SimilarityConstructiveDestructive frictionfriction Important precondition: minimum of social skills

17. preconditions for SL: the teacher From: instructor and ‘metacognitieve guide’ To: mediator and coach and finally to stimulator en quality-keeper Needs: • Change of conduct ( -> opposition,uncertainty, release the learner) • Specific knowledge (insight into learning-processes and learning-styles) • Skills to put the elements of SL into practice

18. Preconditions SL/CL: the learning environment • Asks more time (lessons) • Asks more preparation time; for the task and also for the development of learning-strategies • Accommodate location (for working in groups) • More noise in the classroom • Learning materials ready-made for SL/CL

19. Design process-directed instructionMeaningful educational method Characteristics of a meaningful method: • Applicable: apply the knowledge in different situations/ apply instructions • Attention for necessary meta-cognitive skills (How to handle and why in this way) • Use the right level(s)

20. Use (or design) effective instructionfor SL Important issues: • Introductions • Overview learning goals • Study pointers • Suggestions for assimilation • Self-tests • Feed-back

21. The educational conversation/discussion • Teacher asks questions about witch students have to think • Teacher gives the students enough time for reflection. Important: apply waits (research: longer wait leads to higher level) • Teacher doesn't give the answer immediately, checks the fellow-students • All the students are concerned with the conversation • Function: • Check if the information is understood (direct instruction) • Evaluation of the co-operating learning strategy

22. Model of fraternal consultation • Is content-directed and result-directed working with colleagues to improve the daily work of teaching. • The objectives are: • Fraternal support and mutual advise • To try to get a deeper understanding and find solutions for work-problems within a mutual pointed structure • In a self-directed, reflective learning-process

23. Assimilation task Formulate 2 realistic goals based on the study-outcomes of Self-learning and Co-operated learning • To yourself (in the envelop for the study-leader) • To the organisation for executing the SL teaching in (your) the prison First individual, then with others. • WHAT do you want to achieve? • HOW do you think to achieve that? • Evaluation within 6 weeks goals

24. Evaluation • Everybody gets his own goals (envelop) back • Feed-back of the personal results • Plenary discussion of the results on the prison-education level

25. Learning is an activity you have to do yourself, but it is more successful with the help of others!! PI Vught october 2006

26. Grounding theory • The main goal of this exercise is to come up with a number of training modules that address the needs of the practice teacher working within a prison environment. • The main goal is to interview teachers as well as use a questionnaire to identify these needs. • What makes a good effective prison teacher? • What kind of competences do such teachers need? • What kind of knowledge, skills and attitudes do such teachers need?