Modeling -- involves an expert's carrying out a task so that student can
observe and build a conceptual model of the processes that are required
to accomplish the task. For example, a teacher might model the reading
process by reading aloud in one voice, while verbalizing her thought processes
(summarize what she just read, what she thinks might happen next) in another
voice.
Coaching - consists of observing students while they carry out a task and
offering hints, feedback, modeling, reminders, etc.
Articulation - includes any method of getting students to articulate their
knowledge, reasoning, or problem-solving processes.
Reflection - enables students to compare their own problem-solving processes
with those of an expert or another student.
Exploration - involves pushing students into a mode of problem solving
on their own. Forcing them to do exploration is critical, if they are to
learn how to frame questions or problems that are interesting and that
they can solve (Collins, Brown, Newman, 1989, 481-482).
alexandra m. pickett on 11 May 14Anchored discussion is a form of collaborative literature processing. It "starts from the notion of collaborative discussion that is contextualized or anchored within a specific content" (van der Pol, Admiraal & Simons, 2006). In this course, the discussions we participate in are based on prompts that address ideas included in each of the required resources for each module. However, an anchored discussion is a discussion that is focused on one piece of literature. As students read and digest the material, discussions about the meaning of that material occur within a window where the material is present. It is like having an asynchronous chat window open next to a research article. (van der Pol et al., 2006) As I started learning about anchored discussions, I saw many connections to shared annotation such as what we use Diigo for. Van der Pol et al. (2006) state that "shared annotation might leave more room for individual processes, but is shown to have some limitations in supporting interactivity". Anchored discussions take shared annotation a step further in that it requires conversation (as opposed to individual notes) regarding a resource. The collaborative piece of anchored discussions really got my attention in that it provides greater opportunity for the development of teaching presence by both students and the instructor. The opportunity to facilitate a discussion within the context of a required reading is an exciting idea for me. The use of anchored discussion allows for all three facets of teaching presence: instructional design and organization, facilitating discourse, and direct instruction (Shea, Pickett, & Pelz, 2003). I am wondering if there is a way to use Diigo in creating anchored discussions.
