TEACHER ROOM: The transfer of teacher learning control to students.

deisip67 (69)in #steempress • 6 years ago (edited)

The transfer of the control of the teacher's learning to the students refers to the importance of achieving an adjusted educational aid, and that the actions and interventions of the teacher in the interaction with the students provide these aids to their own actions and interventions, with a character temporary.

In other words, an aid that simulates what the students do and say throughout the interaction, that they are modified and respond continuously according to the contributions of the students, and that they are withdrawn as competences of the students in relation to the contents or tasks around which the process turns, but always with that purpose in mind.

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Aids, in short, that make possible and at the same time require a progressive increase in the participation and sharing of responsibility of the students on the joint activity and mastery of the contents and tasks object of learning; an action increasingly autonomous, more self-regulated and, in the end, the step towards the resolution of the tasks or the use of the contents in question independently.

Learning always generates an area of potential development; it creates, stimulates and activates in the subject a nucleus of internal processes of development within the framework of the interrelations with the others that, little by little, are becoming internal acquisitions of the subject.

Starting from the fact that the only good teaching is one that is ahead of development, it is postulated in what the child is capable of doing at a given moment, with the help of adults, he can do it only later. The important thing is to try to know what the child already knows how to do (effective level of learning) and what he can do (potential development), from there, to achieve it by himself. This effective level is determined by what the subject manages to do autonomously, without the help of other people or mediators.

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The level of effective development will represent the mediators already internalized by the subject. On the other hand, the level or zone of potential development would be constituted by what the subject can use externally. I would try to determine the mediators that the subject can use externally but have not yet internalized. The difference between effective development and potential development will be the area of potential development of that topic in that particular task or domain.

Based on this premise, the research carried out in this regard has provided interesting results and useful practical suggestions for academic activity.

According to Pearson and Gallagher (1983), the teaching-learning process of any task or content must take into account, as a fundamental axis, a gradual transfer of responsibility from the teacher to the student before the process advances. Therefore, at the beginning, the responsibility to complete the tasks would fall mainly on the teacher, and the model of instruction to follow would be the demonstration; progressively, this responsibility must be articulated between the teacher and the student, through the didactic strategy called directed practice, carried out by the students but guided by the teacher, through different types and degrees.

SourceThe objective, and therefore the final phase of the process, would be the total assumption of responsibility in the task by the student, in terms of practice or autonomous application.

Another example of research are those of Brown and Palincsar (1984) that have led to the so-called reciprocal teaching that constitutes a proposal of instructional design for the systematic teaching of four basic strategies of comprehension of written texts:

the formulation of Predictions related to the text when reading,
ask questions in relation to what was read,
clarify doubts about this and
summarize ideas.
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For this, a dialogue is proposed between the teacher and the students in which the participants take turns to assume successively the role of the teacher and lead the discussion on a certain part of the text that should be worked on together.

DAILY PROCEDURE OF RECIPROCAL TEACHING

✦ Prepare the reading of the day.
✦ Indicate who will be the teacher for the fragment of the first reading.
✦ Instruct students to silently read any part of the reading. At the beginning it will be easier to do it paragraph by paragraph.
✦ When everyone has completed the first paragraph, it is convenient to model in this way:
-Ask questions.
-Summary of the information in this paragraph.
-From the title make a prediction.
✦ Invite students to comment on what is taught and reading.
✦ Assign the following paragraph to read silently.

All these results give us the opportunity to formulate a series of characteristics that best define the elements involved in the process of transfer of control in learning:

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The achievement of the transfer process implies, on the part of the teacher, the design of situations or tasks in which the students can have, from the beginning, some type of participation, even if their initial competence in this respect is scarce. Otherwise, it would be impossible to incorporate it into the activity. This requires, on the one hand, that the teacher, supla the various aspects of the activity that students can not perform, but at the same time ensure the presence in it of any element that can carry them out.
This process requires the constant variation, both qualitative and quantitative, of the forms of help the teacher provides to students, depending on their performance. This means increasing the quality and amount of help depending on the advances, setbacks or blockages that students experience.
The above is a call to the teacher in terms of his ability to observe and listen, the evaluation to detect the indicators of ease and difficulty faced by students in the teaching-learning process.
The transfer process, finally, involves explicitly promoting the autonomous use and deepening by students of the subject of teaching and learning. For them it is necessary that the actions of the teacher do not follow the letter of greater competence of the students, but encourage, provoke and force increasingly complex situations in which students must assume greater responsibility.