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 Wysłany: Śro 6:04, 16 Mar 2011 Temat postu: Mental Model for Learning_1572 |
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Mental Model for Learning
The mental model for learning that the learner has in their own head will determine their success. Children quickly develop a thinking pattern of how to do something. Most pupils do not really have any conscious awareness of the mental model they use. In a very short time, a teacher can discover what mental model a learner is using and whether or not they will succeed when learning.Action StepsLearners need to be able to ask teachers questions so they can begin to build an effective mental model that works for them. Helpful coaching questions are: What is the first step? How do you do that? What do you do when you get stuck? What do you do next? Arousal is the KeySome pupils switch off from learning within the first few minutes of a lesson because their interest and curiosity have not been aroused. From the start,[link widoczny dla zalogowanych], children need to get meaningfully connected with the material been learnt. Learners always need to know why they are learning something. If children can't see the purpose and personal application to their life, they will lose interest.Action StepsEngage learners by: Giving them the big picture and explaining to them the goal of the course Getting learners into small teams to create a mind map of the benefits of learning a subject Getting learners to create a wish list of what they want to gain from the learning. Able-Based Activities for LearnersA universal problem that many teachers experience is that children do not retain the information they learn,[link widoczny dla zalogowanych], but it is not solely a question of retention. Learners need to become creators of information, not consumers. Learners need to apply, transfer and connect new learning so they can successfully navigate the challenges today. Learners will be able to create value when they are given able-based activities so that their learning can be personalised. An able-based activity is the experience a learner gains from a learning activity that enables them to perform at the appropriate level.Action StepsWhen designing any curriculum we must move away from the old model of asking what information is required. Instead, we should ask 'what is the experience the learner needs to ensure they can apply what is learnt?'This article first appeared in Teaching Expertise,[link widoczny dla zalogowanych], December 2004.
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.
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