MEANINGFUL LEARNING CONCEPT CHARACTERISTICS

1. DR ROHAYA TALIBPhD (Measurement & Evaluation)M.ed (Measurement & Evaluation)BBA (Accounting)Dip. PendidikanJabatanAsasPendidikan & SosialSainsFakultiPendidikanUniversitiTeknologi Malaysia81310 Johor Bahru

2. MEANINGFUL LEARNING • CONCEPT • CHARACTERISTICS

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4. Eight Habits of Highly Effective 21st Century EducatorsLink: http://www.masternewmedia.org/teaching-skills-what-21st-century-educators-need-to-learn-to-survive/#ixzz44JqsbwB5

7. CHARACTERISTICS OF MEANINGFUL LEARNING QUIZ 1

8. Meaningful learning refers to the concept that the learned knowledge is fully understood by the individual and that the individual knows how that specific fact relates to other stored facts. Meaningful learning is opposed to rote learning and refers to a learning way where the new knowledge to acquire is related with previous knowledge (Ausubel 2000). Ausubel, D.P. (2000), The acquisition and retention of knowledge: a cognitive view, Kluwer Academic Publishers, ISBN9780792365051 WHAT IS MEANINGFUL LEARNING?

9. A LECTURER SHOULD HAVE THESE GOALS IN MIND WHEN TEACHING Acquaint students with new knowledge Facilitate their learning of new knowledge and help them integrate the new knowledge with their previous knowledge 3. Present information within a meaningful framework 4. Acquaint students with new ways to think and learn 5. Clear understanding of what a meaningful learning experience is Source : IDEA CENTER Kansas State University FOR A MEANINGFUL LEARNING TO HAPPEN….

10. A LECTURER SHOULD HAVE THESE GOALS IN MIND WHEN TEACHING (cont….) • Teachers’ roles to change from sage to guide • (teachers’s role becomes one of stimulating and supporting activities that engage learners in thinking) • 7. Should be comfortable that this thinking may transcend their own insights • 8. Knowledge to be constructed by the learner…NOT transmitted from the teacher to the students • By doing this…help prepare them for a lifetime of learning • Source : Jonassen et al., 1999) FOR A MEANINGFUL LEARNING TO HAPPEN….

12. MEANINGFUL LEARNING • ACTIVE • CONSTRUCTIVE & REFLECTIVE • INTENTIONAL • AUTHENTIC • COOPERATIVE, COLLABORATIVE & CONVERSATIONAL Source : Jonassen et al (1999)

13. 21st Century Pedagogy [https://mappingthesacredlandscape.wikispaces.com/21st+Century+Pedagogy]

15. http://technolgy-cheekfinalproject.wikispaces.com/

16. http://www.designingforlearning.info/

19. 1. ACTIVE LEARNING • An important learning principle, supported by extensive research is that students learn best when they are actively involved in the learning process • This is illustrated using the learning pyramid • The further down the pyramid students go, the more information they learn and retain Source: National Teaching Laboratory Institute

22. WHY USE ACTIVE LEARNING? Business and industry have clearly advocated that in today’s education system, there must be a place for teaching students to become team members, to share resources and talents, and to acquire social skills that will help them in the workplace. Texas Higher Education Co-ordinating Board What children can do together today they can do alone tomorrow Vygotsky, 1965

23. WHY USE ACTIVE LEARNING? “What is the most effective method of teaching? Students teaching other students.” McKeachie, Pintrich, Lin, & Smith, 1986 When students were asked to discuss with a partner what a teacher presented at frequent intervals during the class, they received up to two letter grades higher than students in the control group did Ruhl, Hughes, and Schloss, 1977

25. WHOEVER EXPLAINS, LEARNS David Sousa

26. 2. CONSTRUCTIVE LEARNING • The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. • The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands.9 (Dewey called this reflective activity.)

27. 2. CONSTRUCTIVE LEARNING

28. 2. CONSTRUCTIVE LEARNING

29. 2. CONSTRUCTIVE LEARNING

30. 2. CONSTRUCTIVE LEARNING

31. 2. CONSTRUCTIVE LEARNING “Metacognition enables people to be successful learners, and has been associated with intelligence.  Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning.  Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature (Livingston, 1997).”  Livingston, Jennifer A. (1997).  Metacognition: An Overview. 

32. Livingston, Jennifer A. (1997).  Metacognition: An Overview. 

33. 2. CONSTRUCTIVE LEARNING

34. 2. CONSTRUCTIVE LEARNING

35. 3. INTENTIONAL LEARNING/ REGULATORY • An intentional learner is the persistent and purposeful energy applied to the learning strategies and processes.  • Three aspects of intentional learning are the • (1) decision to engage in committed, persisted learning effort (self-motivation), • (2) the ability to apply and manage strategic cognitive efforts to achieve goals (self-direction), and the • (3) extent to which the learner takes responsibility for learning autonomously.

36. 3. INTENTIONAL LEARNING/ REGULATORY To be intentional is to act purposely with a goal in mind…… then a plan to accomplish…..

37. 3. INTENTIONAL LEARNING/ REGULATORY

38. 4. AUTHENTIC LEARNING • Instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. • In the authentic learning, students “learn by doing,”  • Another principle of authentic learning is that it mirrors the complexities and ambiguities of real life • Authentic learning is also more likely to be “interdisciplinary,” given that life, understanding, and knowledge are rarely compartmentalized into subject areas. • Source : http://edglossary.org/

39. 4. AUTHENTIC LEARNING • The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school. • Donovan, S., Bransford, J., & Pellegrino. (1999). How People Learn: Bridging Research and Practice. Washington, DC: National Academy of Sciences. • Authentic Learning. (n.d.) The Glossary of Education Reform. Retrieved from http://edglossary.org/authentic-learning.

40. 4. AUTHENTIC LEARNING

41. 5. COOPERATIVE LEARNING • Cooperative Learning, sometimes called small-group learning, is an instructional strategy in which small groups of students work together on a common task. • Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. • Collaborative - students coming together (as partners or groups) to share info or details they have gathered. They collaborate.  • Cooperative - students coming together (as partners or groups) to find, practice, uncover or discover the details together. They cooperate.  • Each strategy inherently supports a discovery based approach to learning.

42. 5. COOPERATIVE LEARNING • According to David Johnson and Roger Johnson (1999), there are five basic elements that allow successful small-group learning: • Positive interdependence: Students feel responsible for their own and the group's effort. • Face-to-face interaction: Students encourage and support one another; the environment encourages discussion and eye contact. • Individual and group accountability: Each student is responsible for doing their part; the group is accountable for meeting its goal.

43. 5. COOPERATIVE LEARNING Cont… • Group behaviors: Group members gain direct instruction in the interpersonal, social, and collaborative skills needed to work with others occurs. • Group processing: Group members analyze their own and the group's ability to work together. Source : Johnson et al., 1998 , Active Learning: Cooperation in the Classroom. Interaction Book Company, Edina, MN. 328 p. Johnson, et al., 2006, Active Learning: Cooperation in the College Classroom. Interaction Book Company, Edina, MN.

46. 5. COOPERATIVE LEARNING • Each plan comes with a framework upon which the group's activity resides, but cooperative learning is usually more structurally defined than collaborative learning (Cooper and Robinson, 1997; Smith and MacGregor, 1992; Rockwood, 1995a, 1995b). • Research showing that organizing students in cooperative learning groups can lead to a gain as high as 28 percentiles in measured student achievement (Marzano, Pickering, and Pollock 2001).

47. 5. COOPERATIVE LEARNING

48. 5. COOPERATIVE LEARNING

50. UJI MINDA