A Multimodal Hierarchial Approach to Robot Learning by Imitation

In this paper we propose an approach to robot learning by imitation that uses the multimodal inputs of language, vision and motor. In our approach a student robot learns from a teacher robot how to perform three separate behaviours based on these inputs. We considered two neural architectures for performing this robot learning. First, a one-step hierarchial architecture trained with two different learning approaches either based on Kohonen's self-organising map or based on the Helmholtz machine turns out to be inefficient or not capable of performing differentiated behavior. In response we produced a hierarchial architecture that combines both learning approaches to overcome these problems. In doing so the proposed robot system models specific aspects of learning using concepts of the mirror neuron system (Rizzolatti and Arbib, 1998) with regards to demonstration learning

Preservice teachers’ observations of their mentors’ teaching strategies for differentiated learning

Tensions exist between teacher-centred and learner-centred approaches with constructivism as being favoured for learning in the 21st Century. There is little evidence of teaching strategies being used in the field for differentiating student learning. In addition, preservice teachers need to learn about teaching strategies for which observations of their mentor teachers can provide practical applications. This study explores 16 preservice teachers’ observations of their mentors’ teaching strategies over a four-week professional experience. They provided a minimum of five written observations during this period. Findings indicated that these preservice teachers observed their mentors’ practices and recorded four key teaching strategies used to differentiate learning, namely: (1) designating facilitators for students’ learning, including teacher, peers, parents, and support staff such as teachers aides, (2) managing student groups, (3) contexts for learning, and (4) using a range of teaching aids (visual, auditory, games) and resources. Preservice teachers’ observations of their mentor teachers indicated that they can commence at early stages for identifying teaching strategies and how they work for differentiating student learning

Moving beyond access: widening participation in post compulsory teacher education through the integration of LAMS

The School of Education at Greenwich University offers a range of courses in primary, secondary, higher and community teacher education from foundation degrees to doctorate programmes. The postgraduate certificate in teaching in the post compulsory sector registers approximately 2,000 students on its part-time, flexible, full time and subject specialist additional diploma courses every year. In addition, 28 Further Education colleges in London work in partnership with Greenwich University to provide these teacher education courses. Over fifty per cent of course participants at Greenwich University belong to Black and Ethnic Minority groups. This paper explores integrating LAMS (Learning Activity Management System) for developing flexible learner centred teaching/learning strategies for the delivery of English for Speakers of Other Languages (ESOL) teacher education programmes. Currently the Additional Diploma (ESOL) subject specialist programme has paper based study guides to support course participants. Feedback from course participants has indicated that the study guides are limited in providing interactive activities, are text heavy, undifferentiated and do not lend themselves to collaborative work outside the class context. Developing differentiated multimodal activities through LAMS may enable people to engage with course content through a variety of learning preferences and work collaboratively outside the class. By drawing on a pilot project and the work of Burns & Walker (2009) this paper will explore the use of LAMS: 1. To design multimodal and multicultural Additional Diploma (ESOL) resources for supporting active and reflective teaching/ learning practice. 2. As an e-learning tool that encourages reflective thinking and supports differentiated, self paced, inclusive and collaborative ESOL teaching/ learning practice

Common but differentiated learning

Transformation is complex and multi-level governance the admittance of this fact. Our paper presents the lessons learnt from a number of projects, which were / are meant to foster fruitful dialogue and transformative learning among a variety of actors. The projects are united by local climate action as the chosen political arena, our assumption that a level playing field or ‘middle ground’ is needed, and questions such as: How to build effective coordination structures between horizontal and vertical lines? How to facilitate common but differentiated learning? And how to measure and monitor the ‘fruitfulness’ of such dialogue? In trying to answer these questions we draw on applied research from transformative governance projects in Europe, Asia and Africa. One example given is the V-LED project, which will – in the context of the post 2015 agenda, the implementation of the Sendai Framework of Action, the adoption of the SDGs, and ‘après Paris’ – promote platforms for exchange on local climate action in four countries with very different political systems: communist Vietnam, post-apartheid South Africa, Kenya and the Philippines. Our research aims at understanding the coordination mechanisms that may lead to the emergence of dialogue, learning and eventually climate action in multi- level governance systems

Project-based and self-directed learning

This article discusses the benefits of project-based and self-directed learning to develop competency in utilizing a second language and working collaboratively. The background premise of these modes of learning is provided, demonstrating that they work well for differentiated levels and language skills and improve student competence. Some of the areas examined are intercultural and scientific, ones that require the use of specific language in context. In addition, the concept of creating projects that increase student investment and motivation to make learning more relevant is juxtaposed with a student’s competency in an area after having participated in traditional approaches to learning. The overall benefit of the use of project-based and self-directed learning is that it allows the student to develop a higher skill set and greater engagement with the subject matter, producing better language and content outcomes

The Learning Edge: Supporting Student Success in a Competency-Based Learning Environment

State by state, our country is revamping our education system to ensure that each and every one of our young people is college and career ready. Over two-thirds of our states have adopted policies that enable credits to be awarded based on proficiency in a subject, rather than the one-size-fits-all seat-time in a classroom. Now states such as Maine and New Hampshire are taking the next step in establishing competency based diplomas in which students are expected to demonstrate that they can apply their skills and knowledge. To ensure high-quality competency education, in 2011 one hundred innovators created a working definition to guide the field. This paper delves into the fourth element of the definition: Students receive timely, differentiated support based on their individual learning needs. Through a series of interviews and site visits, an understanding of how support in a competency-based school differs from traditional approaches emerged. Learning in a competency-based environment means pushing students and adults to the edge of their comfort zone and competence -- the learning edge. Common themes that were drawn from the wide variety of ways schools support students became the basis for the design principles introduced here. It is essential to pause and understand the importance of timely, differentiated support. Our commitment to prepare all of our young people for college and careers demands that we be intentional in designing schools to effectively meet the needs of students of all races, classes, and cultures. It also demands our vigilance in challenging inequity. There is a risk in competency education -- a risk that learning at one's own pace could become the new achievement gap and that learning anywhere/anytime could become the new opportunity gap. Therefore, our goal in writing this paper is to provide ideas and guidance so that innovators in competency education can put into place powerful systems of supports for students in order to eradicate, not replicate, the inequities and variability in quality and outcomes that exist in our current system. Please consider this paper as an initial exploration into what it means to provide support for the individual learning needs of students. It is designed to generate reflection, analysis, and feedback

Reducing Test Bias Through Dynamic Assessment Of Children's Word Learning Ability

This study examined the performance of preschool children from culturally and linguistically diverse backgrounds, both typically developing and with low language ability, on a word-learning task. A pretest-teach-posttest method was used to compare a mediation group to a no-mediation group. Children in the mediation group were taught naming strategies using mediated learning experience (MLE). Results indicated that typically developing and low language ability children were differentiated on the basis of pretest-posttest change and that dynamic measures (e.g., posttest scores of single-word labeling and modifiability ratings from the mediation sessions) predicted the ability groups better than static measures (e.g., pretest scores of single-word labeling, description, and academic concepts). These results suggest that dynamic assessment approaches may effectively differentiate language difference from language disorder.Communication Sciences and Disorder

Pembelajaran Matematika dengan Differentiated Instruction untuk Mengembangkan Karakter Positif Siswa

Setiap pribadi peserta didik memiliki karakteristik yang berbeda. Perbedaan karakter berpengaruh pada gaya belajar (learning style), tingkat kesiapan (readiness), dan ketertarikan (interest) dari masing-masing peserta didik. Dalam hal ini, salah satu tugas seorang guru adalah untuk memfasilitasi peserta didik agar mendapatkan hasil belajar yang maksimal serta mengembangkan karakter positif dengan mengoptimalkan potensi dalam diri peserta didik. Pendekatan pembelajaran yang tidak sesuai dengan karakter peserta didik akan menghasilkan pembelajaran yang kurang maksimal. Oleh karena itu, dalam belajar matematika diperlukan penyesuaian terhadap gaya belajar (learning style), tingkat kesiapan (readiness), dan ketertarikan (interest) . Salah satu pendekatan pembelajaran matematika yang merespon berbagai kebutuhan sesuai karakteristik siswa adalah Differentiated Instruction. Langkah-langkah dalam menerapkan pembelajaran Differentiated Instruction diawali dengan mengidentifikasi gaya belajar (learning style), tingkat kesiapan (readiness), dan ketertarikan (interest) peserta didik, selanjutnya dengan melakukan proses pembelajaran dengan menyiapkan perencanaan pembelajaran sesuai kebutuhan siswa. Prinsip-prinsip pada pendekatan Differentiated Instruction sesuai dengan prinsip-prinsip Pengembangan Pendidikan Budaya dan Karakter Bangsa melalui integrasi dalam mata pelajaran matematika. Prinsip yang dimaksud adalah proses belajar yang berkelanjutan, dengan mengembangkan karakter positif yang dimiliki peserta didik secara aktif dan menyenangkan, sesuai dengan kebutuhan masing-masing peserta didik. Melalui integrasi pendekatan Differentiated Instruction dengan Pendidikan Budaya dan Karakter Bangsa diharapkan mampu memberikan hasil belajar berupa kemampuan akademik dan karakter positif yang optimal. Katakunci: Belajar matematika, Differentiated Instruction, learning style, readiness, interest, Pendidikan Budaya dan Karakter Bangsa

Connecting Response to Intervention and Grade Retention: Implications for School Leaders

Within all classrooms of public schools, teachers greet general education students acknowledging broad differences in their learning readiness and social skills (Fuchs, Fuchs, & Compton, 2010; Martin, 2010). The needs of some students may be so diverse that educators find implementing differentiated instructional strategies with integrity extremely difficult. Many individually research-based strategies have been implemented to provide helpful instruction to all learners. This paper presents the concept of a merger between two of these strategies: Response to Intervention (RTI) and grade retention. As a result, the conceptual framework for this manuscript is anchored within the RTI and grade retention literatures, highlighting their reported effectiveness on student outcomes