1. Modeling Strategies for Expert Learning (2) Dr. Mok, Y.F.

2. Many university students do not study Part of the reasons are due to their wrong attributional beliefs. And part are due to their lack of effective learning skills & strategies. effectively.

3. Defeating Beliefs in Learning Schoenfeld (1985) found that students hold defeating beliefs in learning. Students felt that: “formal math has little or nothing to do with real thinking or problem solving” “math problems are always solved in less than 10 mins., if they are solved at all” “only geniuses are capable of discovering or creating math”

4. Sample Case (Chalmers & Fuller, 1996) Refer to the case of last time. Have you guessed the difficulties & results of the Applied Science teacher’s teaching of learning strategies to his students? Applied Science Problems of students  understanding,  engagement with the subject  knowledge integration  confront conflicting ideas  challenge critically

5. Difficulties encountered in teaching learning skills Students showed great inertia Younger students resisted putting in extra effort to learn learning skills Not enough time Therefore, changed to focus on reviewing & practicing a few taught strategies Not enough time for subject teaching Thought students had learned in school  Would it be a waste of time?

6. Success Attained Students Become better prepared to study Have better understanding of subject matter & use of learning strategies Know how to address relationship between technology & society Are convinced that learning strategies are more effective in learning

7. Teacher Become more aware of students’ knowledge & use of strategies, & their needs related Realized students gain little from reading That more guidance & practice is needed to help them identify main ideas & make notes Gained greater confidence & ownership of course

8. Reflections on teaching learning strategies To review course content before teaching it To consider learning strategies as well as subject matter To reconsider personal teaching conception & teaching priorities

9. Difficulties in Teaching Strategies Much, much time needed Student expectations go counter to teachers’ Students’ reluctance Too many strategies to teach To recap the cases in teaching learning strategies:

10. Successes / Changes Students: Awareness of effective strategies Skills improved Better prepared to study, understand, relate, focus on main points

11. Successes / Changes Teachers More aware of students’ knowledge, strategies, needs Reconsider subject matter & sequence More conscious of strategies involved in content Reconsider teaching conception

12. [It] is difficult for teachers to resist students’ expectations that they should present factual content and information for students to learn and reproduce. However, … if teachers integrate the learning strategies with the subject matter and help students work with information to develop understanding, it becomes easier to resist these expectations. (Chalmers & Fuller, 1996, p. 130)

13. My own attitude to the process has changed. Initially I was hesitant, … knowing that most of my students had covered them at school. However, my discovery of the real need, together with informal conversations with students about the strategies which they have been taught to use at school, changed this. (Chalmers & Fuller, 1996, p. 131)

14. Subject Domain: Knowledge Students: skills strategies Teachers: skills strategies Subject Domain: Epistemology* * how knowledge is constructed -- in the subject domain To remind you, the teaching of learning strategies is based on :

15. Teaching isolated learning strategies Teaching learning strategies embedded in subject content Follow those with a bow to design the teaching of learning strategies, they are recommended by research studies.

16. learning task old strategiesnew strategies compare choose the more effective then monitor “how well” it is done

17. KnowingUsing Get students to see the value & utility to performance

18. Teacher explains Teacher explains unsupervised practice a great deal of practice

19. Observational Modeling Reciprocal Modeling teacher models teacher & student take turns model & critiqueone way teach/observe

20. Cognitive Apprenticeship A very effective way is through cognitive apprenticeheship. It consists of three stages: Modeling Coaching Scaffolding

21. 1. 2.,3. 4.,5. 6.,7. 8. 9. 10.,11. 12. 13. conception practice coaching student articulating peer modeling modeling scaffolding reflecting application You may work out the example on the attached word file to know more about cognitive apprenticeship.

22. Avoid These Traps Too many strategies. Much more teaching. Student expectations. Students knew the strategies. Inflexibility to changes. Omit steps to save time.