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5 Dimensions for Meaningful Learning

The more prior knowledge the students have on one topic, the easier it would be for the students to relate the new knowledge of theory to their own experiences and learn better. Students compare their prior knowledge or pre-existing knowledge with the new information to create a schema which helps them to remember and learn the new information more easily. Provide the environment for learners to participate socially and acquire better underst anding of the content. When learners acquire knowledge/underst anding of the content they are provided with better opportunit ies for further insights and this will help them to create new knowledge. THALE Prior Knowedge Ability to comprehend There is a positive correlation between prior knowledge and comprehension ability. Students find it easier to retain knowledge when prior knowledge is built upon; building on their prior knowledge makes learning personal for the st udents, at any point in time. Students need to be immersed in learning environments that support multiple perspectives or interpretations of reality, knowledge construction and content-rich, experience-based activities to be meaningfully engaged. In order for learning to be meaningful, learners needtobe provided with opportunitiesto call upon what they know as a point of reference, use it as a basis for new knowledge to grow. This will help studentsto see relevance in learning. Real- world context s provide such opportunities. What students have learnt from their personal experiences Experiences associat ed to the students' developmental stages RWC Participation inevit ably involves doing. As students do, learning takes places. In well-designed lessons, learning by doing should lead to knowledge creation of which st udents uncover the underpinning subject-mat ter knowledge in their performances. prior knowledge Cultural knowledge and beliefs relat ed to social roles, race, class, gender, culture and ethnic affiliations EPK Concrete Experience Experiential Learning FEELING REAL-WORLD CONTEXTST Accommodating (feel & do) Diverging (feel & watch) ENGAGING PRIOR KNOWLEDGE ACTIVISTS REFLECTORS It is an instructional strategy for learning in group-set tings. The collaborative learning process ent ails goal-oriented int eractions driven by the quest towards a shared meaning. A ctive Reflective Processing continuum (How we do things) Experimentation. Observation DOING WATCHING Converging (think & do) PRAGMATISTS Assimilating (think & watch) 5 Dimensions of Meaning Learning THEORISTS Kolb Abstract Cycle It involves the development of positive interdependence, which is defined as individuals perceiving they can reach their goals if and only if the others in the group also reach their goals. Conceptualisation THINKING LDB Knowing and doing are reciprocal. SELF-DIRECTED LEARNING Col Cooperative Learning From the collaborative learning perspective, the process and the outcome of learning are social in nature. The social phenomena of negotiation and shared meanings are fundament al in the process of learning and the out comes of the knowledge constructed oft en cannot be attributed to a single member. It is the result of contribution from all members of the group. Learning through participation, drawing on acquired knowledge and creating new underst anding happens all the time when one is involved in It is the participating and experiencing authentic activities. Therefore, knowledge is constructed in situations and progressively develops through doing authentic activities. SDL learning guided by self-direction promot es the development of usable knowledge and skills Incidental Self-directed Learning The occasional introduction of Individual Learning Low degree of self-direction SDL activities into courses or SDL is "any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any met hod in any circumst ances at any time" programs that are otherwise teacher-directed. Teaching students to think independently Courses or programs that emphasize the personal pursuit of meaning through exploration, inquiry, problem-solving and creative activity. spectrum Contents derive from NIE Self-managed Learning Courses or programs presented through learning guides that students complete independently. QED507 eHub. Map designed by "Daniel Tay X S" Updated 5th Feb 2014 [email protected] Self-planned Learning Courses or programs in which students pursue course outcomes through activities they design themselves. Gibbons (2002) Self-directed Learning Courses or programs in which students choose the outcomes High degree of self-direction design their own activities and pursue them in their own way. This Visual Map is created for the staff and students of the National Institute of Education, Singapore. COLLABORATIVE LEARNBY DOING (How we think Perception continuum

5 Dimensions for Meaningful Learning

shared by danieltayxs on Feb 18
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The above map offers a visual representation of the key 5 dimensions in meaningful learning.

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