Road Maps for Learning: A Bird's Eye View

Autor/in	Dunne, Timothy T.
Titel	Road Maps for Learning: A Bird's Eye View
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 9 (2011) 2-3, S.134-137 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2011.599639
Schlagwörter	Stellungnahme; Student Evaluation; Concept Mapping; Learning Processes; Learning Strategies; Learning Theories; Teaching Styles; Alignment (Education); Classroom Techniques; Teaching Methods; Interdisciplinary Approach; Educational Practices + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Concept Map; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Lehrstil; Unterrichtsstil; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungspraxis
Abstract	The notion of the road map, advocated by Black, Wilson, and Yao (2011), and the associated minutiae of the construct map have several powerful features. At one level these notions assist the teacher to select and embody a suitable sequence of constructs within a specified curriculum. Whatever disparate sequenced pathways individual learners may need to establish their own learning and mastery, the classroom will still need to present one coherent chosen sequence. That choice is decided and motivated by the teacher's insight into the curriculum and the teacher's unfolding experience of how the material can be efficiently and efficaciously presented, given the learners' current location of competence. What is particularly impressive in the article by Black, Wilson, and Yao (2011) is the seemingly endless ability to rephrase juxtapositions of what in some situations can be and are falsely construed as mutually exclusive dichotomies, as merely two obverse sides of a single coin. One's current location or perspective determines which side one sees most readily. This unifying approach is predicated upon alignment. Alignment emerges in the fourfold cycles of principle-structure pairings of the BEAR system, the formative-summative objectives of assessment, the assessment-pedagogy construction, assessment-learning participation of learners, and the validity-reliability theme and, also, in that theme's connections with the formative-summative imperatives. This synergizing approach to contrasts may be worthy of further extension within curricula. The molecule-first and particle-first dilemma might be addressed by a dilemma-first position. For the learner it may be a conceptually liberating experience to be apprised of a situation in which an arbitrariness or legitimate but valued counterposition is evident. There is however a different level of accountability that is inherent in the use of construct maps as outlined in the BEAR cycles. Given such use, and a record of the subsequent responses of the teacher as orchestrator of classroom learning, there is an overwhelming case for a presumption of near-optimal contextual efficacy. This inference of near-optimal response may be fully warranted as a default interpretation even when the summative assessment outcomes are appalling. (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10