체계적 노트테이킹 학습을 위한 사례연구 - 점진적 책임 이양 수업 설계를 중심으로
A Case Study on the Application of the Gradual Release of Responsibility Model for the Systematic Acquisition of Note-taking skills
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This study reports on the initial outcome of an action research on a systematic instructional model of note-taking for consecutive interpreting. As a means to offer scaffolding to the students while taking into full account the nature of note-taking acquisition that requires the autonomous effort on the part of the students, the study applied the Gradual Release of Responsibility (GRR) model in an introductory T&I course. The researchers found that the model enables a process-oriented approach, an opportunity to closely observe and monitor the process of the students’ renditions, a gradual decline in the students’ dependence on the instructor and the creation of a more supportive atmosphere conducive to collaborative rather than competitive learning. Despite many positive revelations of the new instructional model, the researchers concluded that the GRR model of instruction can complement rather than replace the existing model of teaching interpreting where rendition is followed by critique.
Abstract
This study reports on the initial outcome of an action research on a systematic instructional model of note-taking for consecutive interpreting. As a means to offer scaffolding to the students while taking into full account the nature of note-taking acquisition that requires the autonomous effort on the part of the students, the study applied the Gradual Release of Responsibility (GRR) model in an introductory T&I course. The researchers found that the model enables a process-oriented approach, an opportunity to closely observe and monitor the process of the students’ renditions, a gradual decline in the students’ dependence on the instructor and the creation of a more supportive atmosphere conducive to collaborative rather than competitive learning. Despite many positive revelations of the new instructional model, the researchers concluded that the GRR model of instruction can complement rather than replace the existing model of teaching interpreting where rendition is followed by critique.
참고문헌 (28)
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