Transcript PowerPoint 簡報

Learning to Teach through
Collaborative and Interactive
Activities
Presented by
Doris Shih 施佑芝
Fu-Jen Catholic University
Outline
 Rationale
 Design
of Course Activities
 Website and Sample Projects
 Future
Rationale
Collaborative Learning
“The enthusiasm for collaborative learning has
become so widespread that most researchers and
educators believe that students learn better when
they work in groups as compared to when they
work autonomously” (Coleman, 1995, p. 137)
“collaborative learning promotes higher achievement
as well as personal and social development.” (Li,
2002)
Visualization
 Visual
organizers help learners to recognize
& take control of the intellectual processes
which bring meaning to the study of
academic content (Clarke, 1991; Jonassen,
2000)
Situated Learning
 Teaching
students through hands-on
experience will help conceptualization and
thus learning (Brown, Collins, & Duguid,
1989)
Reflective Learning
 Online
environments furnish space, time,
and opportunities for reflective thinking
(Bakardjieva & Harasim, 1997; Owston,
1997)
 Students became open in discussions and
reflected their thoughts in depth
(Montgomerie & Harapnuik, 1997)
Design of Course Activities
Stephen Krashen’s 5 Hypotheses
•
•
•
•
•
Learning/Acquisition Distinction
Monitor Hypothesis
Natural Hypothesis
Input Hypothesis
Affective Filter Hypothesis
Mini-Lessons
 FJU
Student-designed lessons for 50
minutes
 Sample lesson
• “Asking for Directions”
Media Workstations(1/3)
 Definition
of workstations
• An idea from personal
workstation (Merrill et al.,
1996)
• Workstations as learning
centers
Media Workstations (2/3)
 Sample
stations in the Writing to Read
center in Kettering City Schools, Ohio
(Merrill et al., 1996)
 Allow collaboration; using the Internet as
tools
 Information literacy is necessary in teacher
education programs (Asselin & Lee, 2002)
Media Workstations (3/3)
 FJU
Student-designed media workstations
 “Learning English through Stories”
 “Delicious Food”
 Collaboration with prof. Kate Liu: re-design
of the workstations
• Learning English through Telling Love Stories
• Delicious Food
Online Discussions
 Discussion
Board
 Reflected on issues related to the different
teaching methods
 Reflected on the use of technology in
teaching
 Responded to the design of media
workstations
Future
 Student-teachers
were learning by doing
 Continue in developing media workstations
and online workstations
 Use discussion boards to aid collaborative
learning (discussion thread record the
learning process) (Eastman & Swift, 2002)
References
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Asselin, M. & Lee, E. (2002). I wish someone had taught me: Information literacy
instruction in a teacher education program. Teacher Librarian, 30(2), 10-17.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
learning. Educational Research, 18(1), 32-42.
Clarke, J. H. (1991). Using visual organizers to focus on thinking.Journal of Reading,
34(7), 526-534.
Coleman, E. (1995). Learning by explaining: Fostering collaborative progressive
discourse in science. In R. Beun, M. Baker, & M. Reiner (Eds.), Dialogue and
instruction: Modeling interaction in intelligent tutoring system, NATO ASI series (pp.
136-147). Belin: Springer-Verlag.
Eastman, J. K., & Swift, C. O. (2002). Enhancing collaborative learning: Discussion
boards and chat rooms as project communication tools. Business Communication
Quarterly, 65(3), 29-41.
Li, Q. (2002). Exploration of collaborative learning and communication in an
educational environment using computer-mediated communication. Journal of Research
on Technology in Education, 34 (4), 503-516.
Thank you!
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