KnowQuest - ACTIVITY 3

STUDENT ROLES IN ENGAGED LEARNING

In engaged learning, students are explorers, cognitive apprentices, teachers, producers of knowledge, and directors and managers of their own learning.

STUDENTS ARE
EXPLORERS      One important student role is that of explorer. The essence of exploring is collecting information and reflecting upon its meaning. Interaction with the physical world and with other people allows students to discover concepts and apply skills. Exploring can be purposeful or open-ended, such as a library or Internet search. Key to exploring are the abilities to organize, analyze, and reflect.

STUDENTS ARE
COGNITIVE
APPRENTICES      Students are encouraged to reflect upon their discoveries, which is essential for the student as a cognitive apprentice. Apprenticeship takes place when students observe and apply the thinking processes used by practitioners. They think about what they are learning and doing and generalize their skills, transfering their learning to new situations.

STUDENTS BECOME
TEACHERS      Students also become teachers themselves by integrating what they've learned. In this role, students summarize what they have learned and represent it in order to communicate it to others. Teaching includes informing, problem solving, persuading, and advising.       Students may explain concepts and skills, give examples, compare and contrast information, make generalizations, or present arguments. Teaching may be formal, presenting to the entire class, or informal, working in collaborative groups.

STUDENTS ARE
PRODUCERS      Students are producers when they generate products for themselves and others. These products can take many forms, not only reports, projects, experiments, and displays of an academic nature, but also creative products, such as original art, music, dance and theatrical works (live, film, or video). Products may also be translations and creative or informative writing.
     Products usually require an audience of some sort. The audience can be the teacher or classmates, but with new technologies, students' products potentially can be presented to the whole world.

Based on this information, review the webquest and the educational website you chose in the previous two activities, using the following guiding questions:

How will the lesson help students discover concepts through interacting with the world?

How will the lesson encourage students to construct knowledge in deep and meaningful ways?

How will the lesson enable students to observe and apply practioners' thinking skills?

Be prepared to answer these questions about one webquest and one educational website in an email to Dr. Lockard.

BACK TO KNOWQUEST

STUDENTS ARE EXPLORERS	One important student role is that of explorer. The essence of exploring is collecting information and reflecting upon its meaning. Interaction with the physical world and with other people allows students to discover concepts and apply skills. Exploring can be purposeful or open-ended, such as a library or Internet search. Key to exploring are the abilities to organize, analyze, and reflect.
STUDENTS ARE COGNITIVE APPRENTICES	Students are encouraged to reflect upon their discoveries, which is essential for the student as a cognitive apprentice. Apprenticeship takes place when students observe and apply the thinking processes used by practitioners. They think about what they are learning and doing and generalize their skills, transfering their learning to new situations.
STUDENTS BECOME TEACHERS	Students also become teachers themselves by integrating what they've learned. In this role, students summarize what they have learned and represent it in order to communicate it to others. Teaching includes informing, problem solving, persuading, and advising. Students may explain concepts and skills, give examples, compare and contrast information, make generalizations, or present arguments. Teaching may be formal, presenting to the entire class, or informal, working in collaborative groups.
STUDENTS ARE PRODUCERS	Students are producers when they generate products for themselves and others. These products can take many forms, not only reports, projects, experiments, and displays of an academic nature, but also creative products, such as original art, music, dance and theatrical works (live, film, or video). Products may also be translations and creative or informative writing. Products usually require an audience of some sort. The audience can be the teacher or classmates, but with new technologies, students' products potentially can be presented to the whole world.