Center for Nonproliferation Studies, Monterey Institute of International Studies August 2012

1. Virtual Science Challenge
Center for N
Mentor Training Workshop
Workshop 1
CNS-VSC
1 2012-2013

2. Virtual Science Challenge
Deep Mentoring Model
Interaction
Content Process
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2

3. VSC Learning Environment
Asynchronous Autonomous Learning, Assessment
Synchronous Collaboration, Discussion, Reflection
3

4. Yang Yin
Mentor
Balance Student
support, autonomy,
monitoring, independence,
facilitation, self-evaluation,
learner reflection
training
Interdependence
4

5. What is Autonomy?
Barefoot Teaching Journal
Learner autonomy is “a capacity for
detachment, critical reflection, decision
making, and independent action.”
Little, David (1991) Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik
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6. An Ongoing Process...
Use of Cognitive Use of Metacognitive
Strategies: Strategies:
skills that “operate skills for planning,
directly on incoming monitoring, and
information, evaluating the learning
manipulating it in ways process
that enhance learning”
From A new shape for schooling? Deep Learning – 1, Emma Sims
Specialist Schools and Academies, Trust London, United Kingdom 6

7. How is this done?
Mentor-Led “Learning Conversations” *
Content Process
Cognitive Metacognitive
“What do I “How am I
know?” doing?”
* An extract from A new shape for schooling?
7 Deep Learning – 1, Emma Sims
Specialist Schools and Academies Trust
London, United Kingdom

8. Cognitive Strategies
“operate directly on incoming information,
manipulating it in ways that enhance learning”
✴ repetition of information for memorization
✴ resourcing, i.e., dictionaries and other materials
✴ translation, esp. in case of Russian students
✴ note-taking
✴ deductive and inductive thinking
✴ contextualization in real (known) world Learner Competency
✴ transfer, using background knowledge to
remember and understand facts and ideas
✴ inferencing
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9. Metacognitive Strategies
✴ Directed attention
Deciding in advance to concentrate on general aspects of a
task
✴ Selective attention
Paying attention to specific aspects of a task
✴ Self-monitoring
Checking one's performance during the learning task
✴ Self-evaluation
Appraising one's performance in relation to one's own
standards or chosen strategy
✴ Self-reinforcement
Learner Motivation Rewarding oneself for success
✴ Pre-planning and planning-in-action
Identifying objectives and determining how to achieve them;
Changing objectives, reconsidering actions as task is
performed
✴ Reflection
Evaluating what went well and what didn’t; what can be
learned
* An extract from A new shape for schooling? Deep Learning – 1, Emma Sims
Specialist Schools and Academies Trust
London, United Kingdom
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10. 10

11. Interaction
competence motivation
Content Process
deep learning
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