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Teachers as: Designers and Managers of a TBL/PBL Learning CycleandLearners as:Self-directed and Creators of Content during a TBL/PBL Learning Cycle

Слайды и текст этой презентации

Слайд 1


Слайд 3Teachers as:
Designers and Managers
of a TBL/PBL Learning Cycle
and
Learners

as:
Self-directed and Creators of Content
during a TBL/PBL Learning Cycle

Teachers as: Designers and Managers of a TBL/PBL Learning CycleandLearners as:Self-directed and Creators of Content during a

Слайд 513 Reasons why TBL and PBL works
Flips the classroom, and

drives the learning cycle with a meaningful goal (Online or

Face-2-Face)
Creates positive learning dynamics (move from Teacher-Oriented Learning to Learner-Driven Learning)
Promotes existing Skills Sets and Develops new skills (Research, Content Creation, Curation, 4Cs)
Incorporates the concept of *Montage* into the learning process (Design, Chunking, and Storyboarding)
Deals with personal Learning Preferences (Respect the preferences learners bring to the table)
Deals with Differentiated Learning (Not just about language levels – Diversity, Social Capital, and Inclusion)
Takes advantage of Experential Learning (Life experiences, Know-how, and Skills Set brought to the table)
Keeps learners focused and Results-oriented (Keep all eyes on the goal of the Learning Cycle)
Lead learners to Self-directed Learning (Learners taking responsibility for their own learning results)
Puts life into the course book (Add some meaningful learning into the process)
Gets away from Pre-determined Outcomes + Prescribed Information (Make learning REAL for them)
Teaches learners (indirectly) how TBL and PBL works (Prepare learners for real life)
Supports the slow change from Instructivism to Constructivism (Learners become the creators)

13 Reasons why TBL and PBL worksFlips the classroom, and drives the learning cycle with a meaningful

Слайд 9Despite its complexity, inquiry-based learning can be easier on teachers,

partly because it transfers some responsibilities from teachers to students,

but mostly because releasing authority engages students.

Inquiry-based learning is more than asking a student what they want to know. It’s about triggering curiosity. And activating a student’s curiosity is a far more important and complex goal than mere information delivery and rote learning.

Despite its complexity, inquiry-based learning can be easier on teachers, partly because it transfers some responsibilities from

Слайд 10Ask yourself - What’s my TPACK? – REFLECT, and find

the answer.

Ask yourself - What’s my TPACK? – REFLECT, and find the answer.

Слайд 11Technology (APPS) needed to do TBL and PBL via Distance

Learning
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Technology needed to
get your TPACK right
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Technology (APPS) needed to do TBL and PBL via Distance Learning1234567891011121314Technology needed to get your TPACK right815

Слайд 14This is what TBL and PBL is all about –

and an RMM is that powerful and engaging tool teachers

can use to steer any learning cycle
Lead learners on a journey of adventure and discovery in their learning and self-development process.
– and to become independent and self-directed.

Cognitive Apprenticeship

This is what TBL and PBL is all about – and an RMM is that powerful and

Слайд 15


Teaching Teachers how to drive a TBL and PBL Learning

Cycle with
Ready-made Mind Maps
Using a coursebook

Teaching Teachers how to drive a TBL and PBL Learning Cycle withReady-made Mind MapsUsing a coursebook

Слайд 16
Ready-made Mind Maps for the
TBL and PBL Student Driven

Classroom
(Integrated Meaningful Learning and Self-Directed Learning)


Five Characteristics of Meaningful Learning

in a TBL or PBL Context:
Active Learning (Learner Oriented and Learner Driven)
Collaborative Learning (Learner-2-Learner)
Constructive Learning (Product Creation leads to Content Creation by the Learner)
Authentic Learning (Realia and Current- Something the learner can use NOW and in the future)
Goal-Directed Learning (A clear plan to focus on and attainable goals within a pre-given timeframe)

Copyright – Ron Morrain 2018

Ready-made Mind Maps for the TBL and PBL Student Driven Classroom(Integrated Meaningful Learning and Self-Directed Learning)Five Characteristics

Слайд 17Moderation Kit
Create a Template
Coursebook
Design Prototype
Brainstorm Ideas
Create engaging questions
Integrate Feedback Loops
Teaching

Teachers how to create an RMM for TBL and PBL


1

2

3

4

Moderation KitCreate a TemplateCoursebookDesign PrototypeBrainstorm IdeasCreate engaging questionsIntegrate Feedback LoopsTeaching Teachers how to create an RMM for

Слайд 20360 ° TBL / PBL Learning Cycle Lesson Plan Overview
Learning

Objectives and Outcomes

360 ° TBL / PBL Learning Cycle Lesson Plan OverviewLearning Objectives and Outcomes

Слайд 21What is a *product*? (Learners as Content Creators – not

Teachers or the Textbook)
Who chooses the product? (Voice and

Choice = Learner Agency and Efficacy )
NOTE: Reversed Design is extremely important when creating a TBL or PBL Learning Cycle
- and when choosing a TBL or PBL product.

Whether it‘s TBL or PBL
– the outcome MUST be a product
(Can the product be assessed?)

What is a *product*? (Learners as Content Creators – not Teachers or the Textbook) Who chooses the

Слайд 23

Teaching Learners
to work with Mind Maps
for a TBL

and PBL
Learning Cycle - ASAP

Teaching Learners to work with Mind Maps for a TBL and PBL Learning Cycle - ASAP

Слайд 24The Car of
the Future

The Car of the Future

Слайд 28What is a *product*? (Learners as Content Creators – not

Teachers or Textbooks)
Who chooses the product? (Voice and Choice

= Learner Agency and Efficacy )
NOTE: Reversed Design is extremely important when creating an RMM
- and when choosing a TBL or PBL product.

Whether it‘s TBL or PBL
– the outcome MUST be a product
(Can the product be assessed?)

What is a *product*? (Learners as Content Creators – not Teachers or Textbooks) Who chooses the product?

Слайд 29The Car of the Future

The Car of the Future

Слайд 30Teaching Learners how to create a product for a TBL

/ PBL Learning Cycle using a Mind Map
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Teaching Learners how to create a product for a TBL / PBL Learning Cycle using a Mind

Слайд 31What is a *product*? (Learners as Content Creators – not

Teachers or Textbooks)
Who chooses the product? (Voice and Choice

= Learner Agency and Efficacy )
NOTE: Reversed Design is extremely important when creating an RMM
- and when choosing a TBL or PBL product.

Whether it‘s TBL or PBL
– the outcome MUST be a product
(Can the product be assessed?)

What is a *product*? (Learners as Content Creators – not Teachers or Textbooks) Who chooses the product?

Слайд 32

Driving a General English
TBL or PBL Learning Cycle
with
Ready-made Mind Maps


(Going beyond the coursebook)

Driving a General EnglishTBL or PBL Learning CyclewithReady-made Mind Maps (Going beyond the coursebook)

Слайд 33Reversed Design Questions: 1) Will this be a TBL or

a PBL Learning Cycle - 2) What‘s the product?
What?

(Content)
Why? (Need + Meaningful)
How? (Method or Approach)
Reversed Design Questions: 1) Will this be a TBL or a PBL Learning Cycle - 2) What‘s

Слайд 341
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RMM is delivered to learners
via LMS or social media
Learners

takes a photo of the RMM - OR they already

have it on their phone

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Learners can print the RMM out
(Personal choice)

Learners can rewrite the RMM
(Personal need or choice)

Learners research each chunk
Take notes
Present results in class (Speaking)
Error correction takes place

Learners create the final Product

Learners create final draft
(after error correction)

123456RMM is delivered to learners via LMS or social mediaLearners takes a photo of the RMM -

Слайд 35Freedom

Freedom

Слайд 36Teamwork

Teamwork

Слайд 38Global Issues

Global Issues

Слайд 39Researching a Company

Researching a Company

Слайд 40What is a *product*? (Learners as Content Creators – not

Teachers or Textbooks)
Who chooses the product? (Voice and Choice

= Learner Agency and Efficacy )
NOTE: Reversed Design is extremely important when creating an RMM
- and when choosing a TBL or PBL product.

Whether it‘s TBL or PBL
– the outcome MUST be a product
(Can the product be assessed?)

What is a *product*? (Learners as Content Creators – not Teachers or Textbooks) Who chooses the product?

Слайд 41

Ready Made Mind Maps
for a Global Issues
TBL or

PBL Learning Cycle

Developing Empathy and Critical Thinking
Social Metacognition and Social

Constructs
Ready Made Mind Maps for a Global Issues TBL or PBL Learning CycleDeveloping Empathy and Critical ThinkingSocial

Слайд 42What is a *product*? (Learners as Content Creators – not

Teachers or Textbooks)
Who chooses the product? (Voice and Choice

= Learner Agency and Efficacy )
NOTE: Reversed Design is extremely important when creating an RMM
- and when choosing a TBL or PBL product.

Whether it‘s TBL or PBL
– the outcome MUST be a product
(Can the product be assessed?)

What is a *product*? (Learners as Content Creators – not Teachers or Textbooks) Who chooses the product?

Слайд 43
Mind Maps
for
Formative Feedback Loops during the TBL and

PBL Learning Cycle
(and for Reflection afterwards)

Mind Maps for Formative Feedback Loops during the TBL and PBL Learning Cycle (and for Reflection afterwards)

Слайд 44Feedback
and
Reflection

Feedback and Reflection

Слайд 4613 Reasons why TBL and PBL works
Flips the classroom, and

drives the learning cycle with a meaningful goal (Online or

Face-2-Face)
Creates positive learning dynamics (move from Teacher-Oriented Learning to Learner-Driven Learning)
Promotes existing Skills Sets and Develops new skills (Research, Content Creation, Curation, 4Cs)
Incorporates the concept of *Montage* into the learning process (Design, Chunking, and Storyboarding)
Deals with personal Learning Preferences (Respect the preferences learners bring to the table)
Deals with Differentiated Learning (Not just about language levels – Diversity, Social Capital, and Inclusion)
Takes advantage of Experential Learning (Life experiences, Know-how, and Skills Set brought to the table)
Keeps learners focused and Results-oriented (Keep all eyes on the goal of the Learning Cycle)
Lead learners to Self-directed Learning (Learners taking responsibility for their own learning results)
Puts life into the course book (Add some meaningful learning into the process)
Gets away from Pre-determined Outcomes + Prescribed Information (Make learning REAL for them)
Teaches learners (indirectly) how TBL and PBL works (Prepare learners for real life)
Supports the slow change from Instructivism to Constructivism (Learners become the creators)

13 Reasons why TBL and PBL worksFlips the classroom, and drives the learning cycle with a meaningful

Слайд 47
Thank You
Email: ron.morrain@gmail.com

Mind Maps are online:
https://www.llc-duisburg.de
Twitter: RonMorrain
Instagram: RonMorrain


Thank YouEmail: ron.morrain@gmail.comMind Maps are online:https://www.llc-duisburg.deTwitter: RonMorrainInstagram: RonMorrain

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