SJS Professional Day

March 2, 2012

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

ActivitiesActivity 1:Draw 4 lines that pass through all the

points in the figure. (2 minutes)

Activity 2:Remove 8 lines from the figure keeping 2

squares that don’t intersect. (2 minutes)

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

Didactic Triangle

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning ProcessEducational Theories about the Teaching ProcessReasons for ErrorsRemedialRemarks in RASReflection and Studying of Documents RAS PolicySolution to Activities

Learning ProcessWhat is our conception of the learning

process, or otherwise said, how do our students learn?

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

Teaching ProcessWhat is our conception of the teaching

process, or otherwise said, what should characterize the activities that we propose to students to facilitate learning?

Teaching and Learning

Conclusion to both Processes

It seems obvious that the analysis of errors is strictly linked to our vision and perception of how students learn, while selecting an appropriate remedial is linked to our perception of teaching.

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

Educational Theories about the Learning Process

Learning styles Kolb: Innovator (why?), analytic (what is there to

know?), practical (how?), dynamic (what will happen if?)

Dunn and Dunn: Visual, auditory, haptic or kinesthetic

Gardner: Multiple intelligences (Intrapersonal, interpersonal, kinesthetic, linguistic, logical-mathematical, musical, visual-spatial, naturalistic

Learning Styles

Educational Theories about the Learning Process

Learning strategies as described by different educational specialists

Direct strategies: Memorization (mnemonics) Compensation (seek help, invent) Cognitive (repeat, analyze)

Indirect strategies: Meta-cognitive (practice, organize, self-monitor) Affective (phrase out challenges, self-boost) Social (ask questions, work in groups)

Educational Theories about the Learning Process

4 categories: Affective (stress management, auto-

motivation) Cognitive (observation, resolution,

solution) Meta-cognitive (auto-evaluate,

synthesize, organize learning) Management of resources (time

management, planning)

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

Educational Theories about the Teaching Process

Therer and Willemart, based on Blake and Mouton, defined four teaching styles: Transmissive (focused mostly on content) Inciting (focused both on content and learner) Associative (focused more on student then on

content) Permissive (focused on neither)

Teaching models Transmissive – behaviorist (Pavlov, Skinner) Cognitivist (Piaget) - constructivist (Vygotsky)

ConclusionTeaching is a communication process that

facilitates learning. Teaching, hence, is not just transmitting; it is provoking, organizing, facilitating and managing. Teaching and learning are no longer two paradigms, but rather intertwined at the two ends of a continuum as such from teaching to learning:

ConclusionTeaching and Learning Continuum

To teach

To teach how to learn

To teach how to learn to

learn

To favor learning

To let learn

Teaching Learning

ConclusionTo teach (using teaching methods)To teach how to learn (the teacher

manages with the learners the contact

between teaching and learning strategies)To teach how to learn to learn (the teacher

proposes differentiated learning methods)

ConclusionTo favor the learning to learn (the

teacher helps every learner to

acquire his customized learning

methods)To let learn (the teacher allows the

learners to utilize their customized

learning methods for further learning)

“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

Confucius (551 – 479 BC)

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

Reasons for ErrorsRecap. on plenary session:In most reviewed RAS papers,

teachers suggested one reason for an error. other teachers described the error in the cell

reason others simply wrote the source or the cause all perceived the error as the student’s fault

Reasons for ErrorsWe need to take into consideration that:

there may be several reasons for an error the description of the error which is in fact an observation of the error, is stated in the RAS sheet in the cells6 Error (where)7 (frequency) 8 Type of error (what)

Reasons for ErrorsThe need to analyze the error based on our

conception of the learning and teaching processes

Reasons for Errors For the category reasons: The differences

between sources and causes and consequent results The sources of the error could be the answer to

the question: What caused the learner to answer the way he/she answered while taking the test?

This is in relation to the students learning style and strategies

Reasons for Errors The causes for the error could be the answer to the

question: What in the learner’s background caused him to make this error. It could include options such as: Lack of diversification of examples or activities Teaching style too theoretical General difficulties such as abstractions … Lack of time for assimilation

This is in relation to the teaching style and strategies

Reasons for ErrorsThe reasons for the error could be

Intrinsic reasons or reasons related to the learner himself, namely:

• The learner’s cognitive structures• Factors related to his conative commitment (the

energy he decides to employ for learning)• Factors related to his affective commitment (the

impact of the subject and the learning itself have on the learner)

• Factors related to commitment, to motivation, task management …

Reasons for ErrorsExtrinsic reasons or reasons related

to the teaching context, namely:• The way the teaching activities are

structured• The quality of the teaching activities (lack

of concrete examples, unclear pronunciation by the teacher ...)

• The dominant cognitive teaching style (Visual, auditory, kinesthetic ...)

Reasons for Errors• Extrinsic reasons or reasons

related to the teaching context, namely:• The nature of the experience of the learner vis-

à-vis the learning (failure, punishments)• The lack of occasions to employ acquired

knowledge in situations• Lack of stimulus in the family environment

Reasons for Errors L’académie de la Sarthe on sources and

causes of errors Errors related to the situation:

New situation Known situation but requiring a line of thinking or

reasoning that the student does not master Known situation but requiring important constraints, in

terms of time, of number of exercises …

Reasons for Errors

Reasons for Errors L’académie de la Sarthe on sources and

causes of errors Errors related to the instructions:

The formulation of the instruction (ambiguous, double meaning, complex vocabulary etc.)

The understanding of the instruction (reading problem, adding, omitting or replacing elements in the instruction)

The learner’s comportment vis-à-vis the instruction (lack of autonomy, too little or too much anticipation, forgetting the instruction, not re-reading the instructions)

Reasons for Errors L’académie de la Sarthe on sources and

causes of errors Errors related to intellectual operations:

Repetition (to indicate, copy, reproduce, recite) Conceptualization (to pass from grasping the meaning

of objects or events to moving to a general representation)

Application (to make use of acquisitions and rules of one domain and apply them to another)

Exploration (to extract a particular element from a given and characterized set)

Reasons for Errors L’académie de la Sarthe on sources and

causes of errors Errors related to intellectual operations:

Mobilization (to refer to the entire set of acquisitions and extract certain elements in response to specific and new conditions)

Reinvestment (to transfer knowledge from one learning situation into a parallel or totally new one)

Errors related to prerequisites (partially acquired previous knowledge, not consolidated or incorrect or simply not acquired)

Reasons for Errors Astolfi on sources and causes of errors,

Astolfi who defined errors as epistemological obstacles

Errors related to the teaching process: Writing and understanding of instructions Problems related to transfer Internal complexity of content

Errors related to the learning process: Alternative representations (comparing old to new

representations) Gaps from expected processes Intellectual operations available

Reasons for ErrorsComplexity of

contentWriting and

understanding of instructions

Problems related to transfer

Alternative representations

Gap from expected processes

Available intellectual operations

Epistemological Obstacles

Didactic Obstacles

Psychological Obstacles

Decoding the didactic custom

State of cognitive overload

Reasons for Errors Astolfi on sources and causes, Astolfi

defined errors as epistemological obstacles Errors related to the teaching – learning continuum:

Cognitive overload Decoding the didactic custom (understanding what the

teacher requests)

Reasons for ErrorsRecap. on reasons for errors:

Intrinsic, extrinsic La Sarthe: errors related to situation, to instructions, to

intellectual operations, errors prerequisites Astolfi errors to teaching process, to learning process, to the

training/education process

Hence the error is related to either the student with his perception, background, learning styles or to the teacher with his teaching style, preparation planning

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

RemedialDescribe the remedial as a set of options

rather than a single procedure. Define whether the remedial is linked to

the teaching or learning processes or both.Define the type/title of the decided tasks:

Preparing the tools, resources Informing administration and concerned for needs

Specify the timing and duration of remediation and the consequent results on work progress and syllabus.

RemedialSpecify the form or modality of the

remedial: Feedback (through answer key or others) Remediation at a whole class level depending on recurrence and

percentage of errors, minimal criteria not met, prerequisites not acquired …

At a class level but based on students grouped by needs Extra work which starts in class and is completed at home

The consequences of agreed upon remedial should be reflected in subsequent RAS’s.

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

Remarks in RASThis area is allocated in case one or more

students require specific remedial outside the classroom.

The specific remedial could be in the form of sessions or special lessons.

Students are named here provided that there is a complete description of the procedure to be followed in their case.

This need is to be processed to the administration, department members, and consequently to parents.

Remarks in RASThe remarks area could be reserved

also for commenting on the inefficiency of certain

decisions the need to change the book selection commenting on the exam timing commenting on the class atmosphere or

discipline that is affecting the teaching/learning process

OutlineActivitiesDidactic TriangleLearning ProcessTeaching ProcessEducational Theories about the Learning

ProcessEducational Theories about the Teaching

ProcessReasons for ErrorsRemedialRemarks in RASReflection on Documents

Reflection on Documents

What error to retain (Xavier Rogers)Punctual error

Occasional (related to contextual factors and not requiring remediation)

Requiring immediate remediation (remediation that is rapid and targeted)

Recurrent error Going back in time

Does not incur serious consequences (eventually to be remediated)

Incurs serious consequences (requires deep remediation) Recent

Could fade away with further learning (requires no immediate remediation)

Should be immediately remediated (requires targeted and rapid remediation)

Reflection on Documents

Description and sources of errors (Xavier Rogers) (cf. ANNEX IV-B)

Description/ sources/ causes/ remedial (Xavier Rogers) (cf. ANNEX IV-C)

Pedagogy of integration (cf. ANNEX IV-D) RAS policy

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Answers to the dot and square activities.

Reflection on Documents

Conclusion:

As long as remain within the constraints of the rules and lines of thinking we imposed on ourselves, it will be vain to seek a solution.

Always think outside the box and embrace opportunities that appear, wherever they might be

Lakshmi Mittal

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