Advance Learning Strategy(ALS)

3

1

2

4

Wprowadzenie do strategii

nauczan ia wyprzedzającego

Poznawanie siebie

STOP

3

1

2

4

A teacher

A student

STOP

24 h

STARTSTART

on-line

face-to fa

ce

45 min.

activation of already existing inform

ation and association with reference to

the new theme – posing questions and advices how to deal with

the theme of

coming lesson, helping them to withdraw fro

m the personal experience the

previous, usually commonsense knowledge

Activation

students are expected to talk to parents, other adults about th

eir experien-

ce with the topic; or w

here to look for the inform

ation connected to the

topic; on this stage the best way to grasp the general id

ea of the topic

should be discussion among students about the topic

3

1

2

44

START

STOP

60 min.

A teacher

A student

on-line

on-line

on-line

on-line

Processing

A teacher e

ncourages students to

work on the ta

sks in pairs

or in

groups as well;

explains to stu

-

dents how importa

nt is to

under-

stand th

e others comprehension

about the to

pic

poses questions and problems to

be answered and solved by other

students/or a

teacher; w

hen

solving problems and answering

questions stu

dents are using

higher procedures of t

hinking

A teacher c

reates assignments

based on students’ i

nform

ation

collecte

d from di�

erent sources;

indicates im

portant s

ources and

ways of dealin

g with

info

rmatio

n

A student is

becoming familia

r

with assignment a

nd mate

rial

placed on the educatio

nal platfo

rm

in the m

anner given/included in

the solving ta

sks

A teacher p

resents an example of

student’s note

s in th

e e-portf

olio

A student is

taking note

s in

e-portf

olio

3max

4 days

A teacher p

repares a test t

o identi-

fy skills

, knowledge and compre-

hension students should gain on

this sta

ge

A student is

taking th

e test,

placed on the platfo

rm

3

1

2

4

START

STOP

45 min.

4

face-to fa

ce

face-to fa

ce

face-to fa

ce

face-to fa

ce

A teacher a

nalyzes the re

sults of

the te

sts undertaken by stu

dents,

underlying w

hat was in

terestin

g,

wrong or good; a

teacher g

ives advi-

ces to stu

dents how to im

prove

knowledge, skills

and comprehen-

sion just g

ained

A teacher p

roposes to stu

dents

to solve extra

problems or

tasks, w

hich could help the

student t

o build a bette

r organi-

zation of t

he gained knowledge

A teacher c

ategoriz

es students’

knowledge items according to

scientific sta

ndards (using

names, concepts, d

efinitions,

laws or rules

A teacher a

sks students to

cor-

rect their e

-portf

olio note

s

according to th

e lesson occur-

ring

A student p

rojects furth

er lear-

ning connected to

the aim

s

gained on the le

sson

Students are preparin

g concept’

map for g

iven topic and are

sharing th

at document b

etween

themselves

A student p

resents answers for

extra questio

ns, presenta

tions

or e-p

ortfolio

notes, it

may be

even short stu

dent’s lectu

re

Astudent is

talking note

s on

the base of t

he teacher’s

speech

A teacher

A student

Systematization class

3

1

2

44

START

STOP

15 min.

face-to fa

ce

face-to fa

ce

face-to fa

ce

Evaluation and assessment

A teacher is

dentifying th

e most

common sources used by stu-

dents

A teacher a

sses students w

ork

and results

– by descriptio

n

or/and by marks

A teacher c

orrelate

s the own

and student’ a

ssessment –

establis

hing common value

A student i

dentifies w

hat

he/she learned and in

what

way; what w

as the m

ost

interestin

g, usefu

l and how

was the le

arning processes

A student p

oints out what

he/she learned th

e best –

choosing the only one is

sue

A student a

sses his/her

knowledge and skills accor-

ding to crit

eria given by th

e

teacher

A teacher

A student

taci

t kn

owle

dge;

dia

log

1 Act

ivat

ion

W

a te

ache

r: sc

afol

ding

a st

uden

t: in

tern

aliz

atio

n;

mak

ing

„th

e st

art

ord

er"

2 Pro

cess

ing

stud

ent

is b

uild

ing

a ne

w c

ogni

tive

str

uctu

reof

the

gai

n kn

owle

dge,

on

the

base

of

alre

ady

exis

ting

str

uctu

re

3 Syst

emat

izat

ion

stud

net’

s m

eta-

thin

king

on

the

gasi

n kn

owle

dge

and

the

acti

vate

d co

gnit

ive

proc

edur

es

4 Eval

uati

onThe first of these stages is activation when students independently seek information pertaining to an assigned entry or subject on the Internet, by talking to their family mem-bers, peers etc. The stage is going to run several days before the very lesson – called systematisation class.

The next stage (also before the systematisa-tion class) is processing when the teacher gives the students assignments aimed at steering their information gathering in a specific direction and devolving specific cognitive activities and knowledge structu-res.

During this stage the students present their achievements whilst the teacher underta-kes, as required, activities that systematise their knowledge on a given subject. Only this stage is going to be run on the regular lesson.

The last stage is evaluation when the stu-dents comment on the course of their lear-ning, on the cooperation with other students and the teacher, as well as on their own con-tribution and their results. The first two stages of the procedure are going to run out-side school activity, the third is obligatory to be organized in school.

Fig. 4 | ALS on-line platform on mobile device

Fig. 3 | ALS on-line platform

Part 2 - stages of strategy(APSE)

Fig. 1 | ALS - Handbook for a teacher www.kolegiumsniadeckich.pl

-teaching science and maths in on-line and classroom enviroment | Adam Mickiewicz University POZNAN, POLAND

Fig. 2 | ALS on-line platform