| 113 | | Students develop their own conceptions of a subject area through exploring exemplary cases. |
| 114 | | |
| 115 | | Students have a variable degree of control over problems and tasks. |
| 116 | | |
| 117 | | This model can be implemented through the following type(s) of activity sequence: [[BR]] |
| 118 | | [wiki:ExpLobasIntro Develop Conceptions: Experiential Methods] ''** Link to exact sequence later **'' |
| 119 | | |
| 120 | | Specific features/variations to be built into the activity sequence: |
| 121 | | * Present key terms, concepts and issues |
| 122 | | * Student re-presents key terms etc [1 and 2 optional] |
| 123 | | * Present or provide access to relevant cases |
| 124 | | * Student analyses cases in terms of key concepts |
| 125 | | * Student presents refined understanding of key concepts |
| 126 | | * Integrative tasks generally directed by the tutor but may incorporate peer feedback and discussion. |
| | 113 | Students develop their own conceptions of a subject area through exploring exemplary cases. They may have a variable degree of control over the tasks that they carry out. A variant of this model is [wiki:ExpModels#AnchoredInstruction Anchored Instruction]. |
| | 114 | |
| | 115 | Within PBL, the teacher tends to act as [wiki:ExpTeacher facilitator], interacting with students through activity sequences aimed at [wiki:ExpLobasIntro developing their conceptions through experiential methods]. |
| | 116 | |
| | 117 | [wiki:ExpActMetacog Metacognitive learning activities] tend to be directed by the teacher, although they may include peer feedback and discussion. |
| 136 | | Case-based or problem-based learning that revolves around a pre-prepared 'anchor', typically a video, story or narrative case study. |
| 137 | | |
| 138 | | Anchor is crucial to process, typically produced by instructional design team as part of a teaching pack. Often used for basic language or mathematical learning. |
| 139 | | |
| 140 | | This model can be implemented through the following type(s) of activity sequence: [[BR]] |
| 141 | | [wiki:ExpLobasIntro Develop Conceptions: Experiential Methods] | [wiki:ExpLobasIntro Acquire Cognitive Skills] ''** Link to exact sequence later **'' |
| 142 | | |
| 143 | | Specific features/variations to be built into the activity sequence: |
| 144 | | * Provide 'anchor' (= story, video, play, case study) |
| 145 | | * Support student discussion and exploration |
| 146 | | * Students identify and describe problem(s) presented in ‘anchor’ |
| 147 | | * Students identify and share resources for solving problem(s) |
| 148 | | * Students apply knowledge to problem(s) |
| 149 | | * Students present solution(s) |
| 150 | | * Integrative activities are directed by the tutor but may be shared with other students, esp in discussion. |
| 151 | | |
| 152 | | ''** Example **'' |
| 153 | | |
| 154 | | ''**Link to further information about this model of learning **'' |
| | 127 | This is [wiki:ExpModels Case-based] or [wiki:ExpModels problem-based] learning that revolves around a pre-prepared 'anchor', typically a video, story or narrative case study. Anchored Instruction is often used in language-learning or mathematics. The anchor is crucial to the process, and is typically produced as part of a teaching pack. |
| | 128 | |
| | 129 | The teacher supports students' exploration and discussion through taking the role of [wiki:ExpTeacher facilitator]. An activity sequence in anchored instruction would typically be similar to a sequence for [wiki:ExpLobasIntro developing conceptions through experiential methods], with the following extensions: |
| | 130 | |
| | 131 | * Teacher provides an 'anchor' (story, video, play, case study). |
| | 132 | * Students identify and describe problem(s) presented in ‘anchor.’ |
| | 133 | * Students identify and share resources for solving problem(s). |
| | 134 | * Students apply knowledge to problem(s). |
| | 135 | * Students present solution(s). |
| | 136 | |
| | 137 | [wiki:ExpActMetacog Metacognitive learning activities] are directed by the teacher but may be shared with other students, especially in discussion. |
| | 138 | |
| | 139 | ''** Example **'' |
| | 140 | |
| | 141 | ''**Link to further information about this model of learning **'' |
| | 142 | http://tip.psychology.org/anchor.html |
