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21.3: Modeling and guided practice

  • Page ID
    87599
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    Finally, the idea of guided practice. Teachers should be showing students how to use the software. They can do the, I do, we do, you do, format. When they’re doing that, and not just modeling how to navigate the software, but in particular, how to think as they’re navigating the software.

    Make sure that you are teaching students how to think about the cognition and the learning as they’re navigating the software.

    What do we mean by eliciting higher-order thinking skills?

    Blooms Taxonomy

    Screenshot from the video lecture

    We want to make sure that the learning through the technology is happening in the higher processing areas. One of the things that we’ve learned from the research over the past couple of decades is when the learning happens in the drill and practice programs, we just don’t see learning gains and effective outcomes.

    The more students use the drill and practice programs, the less effective the learning outcomes. We really want to look for software that elicits those higher processing skills.

    Key Takeaways

    We know that technology should engage learners.

    We know that technology should enhance learning. It should add value to it.

    We know that technology should be extending learning beyond the classroom in unique ways.

     

    Technology Should (Triple E)

    Engage Learning Enhance Learning Extend Learning
    • Time-on-task learning
    • Focus on learning goals
    • Co-use and Co-Engagement
    • Social
    • Less distractions
    • Value added to learning
    • Scaffolds and supports
    • Could not do with Traditional Tools
    • Personalized
    • Differentiation of learning
    • Bridge School Learning and Everyday Lives
    • Help Students Make Sense of the World TODAY
    • Connecting Existing Knowledge with new Knowledge


    21.3: Modeling and guided practice is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.

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