...The effect of learning environment factors on students' motivation and learning Mary Hanrahan, Centre for Mathematics and Science Education, Queensland University of Technology, Australia Copyright 1998 Taylor & Francis Published in: International Journal of Science Education 20 (6) p 737-753 This is the author's version of the work. It is posted here with permission of the publisher for your personal use. Not for redistribution. See publisher’s website for the definitive published version. http://www.tandf.co.uk/journals/titles/09500693.asp Abstract This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a constructivist epistemology, but was also informed by an emancipatory interest. The main methods used for data gathering were participant observation, interviewing, and a written response survey (CES, Tobin, 1993a). It was found that, even though the students viewed the class positively, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the control the teacher had over almost all activities, and student beliefs about learning in this context. The data suggests that both intrinsic and extrinsic motivation which could lead to deep involvement in learning are constrained by a preponderance of teacher-centred methods of instruction. A model is proposed relating intrinsic and extrinsic interest to cognitive engagement. It...
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...Direct Instruction Vs. Constructivist Instruction [pic] Wingate University ED 530 It is important that educators and parents understand the methods used to effectively educate each student and how they impact student learning. To relay the importance of direct instruction, I would introduce the instructional model as described by the National Institute of Direct Instruction. According to the National Institute of Direct Instruction, “Direct Instruction (DI) is a model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks (http://www.nifdi.org/).” I would describe how direct instruction is a method of teaching considered most effective by various researchers. I would explain how the direct instruction model utilized in the Charlotte-Mecklenburg School system (CMS) allows students to learn more in less time. To demonstrate the direction instruction model, I would provide parents an opportunity to review the lesson plan format (Appendix 1) as prepared by CMS. Parents will be directed to notice how classes are structured to allow for: link to prior learning, teacher modeling, guided practice, independent practice, closure, and student assessments. Each of these items will be broken down using research based information to explain the break down of learning into smaller increments (Appendix 2) for the direct instruction model. Parents...
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... | |Prerequisites: N/A | |Co-requisites: N/A | |Other requirements: N/A | B. Course Description: This course provides theoretical knowledge as well as practical strategies on educational psychology that student teachers will need to become effective instructors. Various theories of development, teaching, and learning such as human development, cognitive and behavioral development, learner differences, information processing, and learning environments are presented with clear examples and illustrations. Importantly, based on this psychological background knowledge students are able to build up a framework for connecting theory and any educational situations they will deal with later in their own teaching practice. C. Course Objectives: |No. |Course Objectives...
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...pyramids, cylinders, cones and spheres, and describes their features MA2-14MG | Working mathematically A student: - uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM - checks the accuracy of a statement and explains the reasoning used MA2-3WM | | Outcome/s | Lesson activities/ content | Prior knowledge | Relation to other strands | Other KLAs | Diverse learners | 1 | Measurement and GeometryMA2-14MG Working mathematically MA2-1WMMA2-3WM | - Revise 2D shapes- Find out prior knowledge of 3D objects – what do the students already know? Are there any misconceptions?- Using large versions of various 3D shapes, identify each object. Discuss the features of each shape e.g. faces, edges etc. - As a class, place the objects into groups based on similar features. Ensure students use reasoning for placing shapes into a certain group | - Students are already familiar with recognising and describing 3D shapes from stage 1 | Working mathematically MA2-1WM,MA2-3WM | EnglishEN2-1A | Visual Auditory/ linguistic | 2 | Measurement and GeometryMA2-14MG | - Discuss features of 3D shapes describing similarities and differences – focus on language e.g. faces, vertex, base, side, flat/curved surface- Students draw/sketch a rectangular prism in maths books and label as much as they can e.g. sides, edges, faces, vertex etc. Students continue to draw as many 3D shapes as they can - Discuss 3D object in a variety of contexts e.g. buildings, packaging |...
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...INTRODUCTION 3 – 6 2.0 DIFFERENCES BETWEEN ONLINE LEARNING AND TRADITIONAL CAMPUS -BASED CLASSES 7 – 9 3.0 STRATEGIES FOR ONLINE LEARNING SUCCESS 10 – 12 4.0 CHARACTERISTICS OF ADULT LEARNERS 13 5.0 SUCCESSFUL ADULT LEARNERS AT IPD-OUM AWARDS CEREMONY 14 6.0 CONCLUSION 15 7.0 REFERENCE 16 1.0 INTRODUCTION Online learning has grown rapidly in the past few years in colleges requiring instructors to learn effective ways to build online communities of learners. There are barriers to avoid, as well as key components to include, when creating online learning environments. There are many technology options to choose from to deliver course material, but instructors must keep in mind the adult learners’ unique needs. Creating Online Learning Environments for Adults As our world embraces technology, the way instruction is delivered to students is evolving from face-to-face instruction to online formats. Creating effective interactive learning environments for adult online courses is important to the success of students. Online learning is a relatively new format for teaching, but as a growing field, it is important for educators to understand the best methods for creating learning environments with available technology. Technology can enhance or defeat the building of community learning environments. Social constructivists understand that learning takes place in a community setting, where instructors and...
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...UNDERSTANDING LEARNING – STUDY NOTES WHAT IS LEARNING? * Reflective teaching * Classroom experience * Technical teaching * Knowledge about learning * Reflective teaching * Classroom experience and knowledge about learning provide students with a constructive learning environment * Understanding learning * Individual differences, Learning theories, Managing learning in classrooms, Teachers * Constructivist – refers to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns. * Humanist – a philosophical and ethical stance that emphasizes the value and agency of human beings, individually and collectively, and generally prefers critical thinking and evidence (rationalism, empiricism) over established doctrine or faith (fideism). * Cognitivist – believe that learning is a change in individuals' mental structures enabling them to show changes in behaviour. It is based on the thought process behind the behaviour. * Behaviourist – believe that learning takes place when knowledge is separated into smaller bits. Students are rewarded for successful answers. Instruction focuses on conditioning the learner's behaviour. Learning involves repetition and association and is highly mechanical. Behaviourist leaning teachers focus on a new behavioural pattern being repeated until it becomes automatic. *...
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...non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=misrc. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. http://www.jstor.org Modelsof Learning The Use of Information Technology to Enhance Management School Education: A Theoretical View By: Dorothy E. Leidner Baylor University P.O. Box 98005 Waco, Texas 76798 U.S.A. dorothy_leidner@business.baylor.edu Sirkka L. Jarvenpaa The University of Texas at Austin Graduate School of Business,...
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...their full potential. I want to take students at different levels and see them develop together for the betterment of each individual. Therefore, group work is the key to having a successful class and is something I value, especially with older students. The impact of group work, when students help fellow students, changes each person and transforms the atmosphere of the class as a whole. In my classroom, I want students to have freedom that allows for expression and creativity. Students should be able to experiment with likes and dislikes and to realize their strengths and weaknesses. After this base is developed, the curriculum can be molded to tie in each student’s learning style. I want to teach students in a way that has some straightforward instruction, but that also gives students room to grow and expand on their own. At the beginning of the year, it is understandable for the teacher to lead class discussions, but towards the end of the year, students will pose their own questions and try to answer them independently. I feel it is beneficial for students to sometimes work for the answer rather than being told because it stretches their knowledge and teaches them how to find information in a variety of ways. I also feel a key to success is for the class to work on projects to help others. As an educator, it is important not only to help the students that you are teaching, but also give them direction to help others. As a future educator, it...
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...Introduction The urgency is that last years the imperative need of using a foreign language appears in all areas of a science, manufacture and culture. Importance and openness of the problem of effective teaching foreign languages have caused its topicality, and consequently the choice of a theme for the given course work. In present practice of teaching foreign languages there is a problem facing the teacher to address to experience of the colleagues, to innovative ideas, to a science, is that low authority of a subject because of shortages of a present technique of teaching. Aim to investigate the role of contemporary methods in teaching foreign languages, to distinguish the most rational techniques of teaching a foreign language which can be used in school. In this work it is necessary to solve the following primarytasks: 1. To investigate the bases of teaching a foreign language 2. To study effective ways and techniques of teaching a foreign language 3. To observe ways of teaching English language in contemporary methods 4. To work out exercises for using innovation technologies of teaching English language in contemporary methods The subject of this course paper is variety of methods and ways and their effectiveness of using in teaching a foreign language. The object of research is the process of teaching and pupils who are the subjects of this teaching process. Theoretical value of this course paper is in its results, having received which it will...
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...various fields. Technology refers to the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied input and output relation or perform a specific function. It can also refer to the collection of such tools, including machinery, modifications, arrangements and procedures. Technologies significantly affect human as well as other animal species' ability to control and adapt to their natural environments. The term can either be applied generally or to specific areas such as construction technology, medical technology, and information technology. Technology has affected society and its surroundings in a number of ways. In many societies, technology has helped develop more advanced economies which including today's global economy and has allowed the rise of a leisure class. (May Principe, 2012) According to Lai Mun Chow and Yap Su Fei (2004), Malaysia is an emerging Asian economy aspiring to move towards a technology-driven and high-tech production-based pattern of development and thus replicate the experience of the newly industrializing economies (NIEs) of Asia. In fact, Malaysia has been categorized in the group of countries that have the potential to create new technologies on their own. The prospects remain promising despite the 1997 Asian financial crisis, although no country in the region was spared. The rapid...
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...High Scope Curriculum Flora Villalba CHD 411 February 9, 2013 Professor: Ruth Monroe Abstract The highScope curriculum is an early childhood education program for children from birth to 5 and sometimes to 8 years old. This program can be for children with or without special needs and for diverse socioeconomic backgrounds and ethnicities. The program goal is to increase children’s cognitive, socioemotional, and physical development, giving children skills that will help them do well in school and be more constrictive and more responsible in their lives. The curriculum is based on the work of constructivists, such as Jean Piaget, High/scope’s founder David Weikart and others, who believed that children learn best when they build understanding through direct experiences with people and real life objects around them (DeVries and Kohlberg (1987) and Kammi and DeVries (1978) Based upon the fundamental premise that children are active Learners who learn best from activities that they plan and carry out themselves as well as what they hear and see, The classroom is set up into different areas, these are set up in a way that allow children to choose, find, use, and return the materials they use on their own. The High/Scope curriculum uses a procedure called the plan-do-review sequence (Hohmann & Weikart, 1995). Children are encouraged to plan their task and have them carryout their plans and later reflect on what they learned. Children have the opportunity to be involved...
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... | |Page No. | | | | | |Introduction |– |3 | | | | | |Review of Literature |– |3 | | | | | |Learning Theories |– |4 | |Reinforcement Theory |– |4 | |Constructive Theory |– |5 | | | | | |Organisational & National Cultural Impact at ATIS |– |6 | | ...
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...CECOM FSB Instructor Course Student Guide 15.03.23 PREPARATION 1 Instructor and Classroom Preparation 3 Classroom Management 17 Course Introduction 33 LESSON PLANNING AND PRESENTATION 41 Introduction to Lesson Planning 43 Anticipatory Set 51 Learning Objectives Writing Questions and Objectives Using Bloom’s Taxonomy 57 Input and Modeling Implications of Short-Term Memory Research Implications of Long-Term Memory Research Presentation Skills: Verbal, Vocal, Visual Presentation Skills: Questioning 77 93 105 113 Guided Practice Cooperative Learning Learning Styles/Modalities: Multiple Intelligences 121 135 Independent Practice Differentiated Instruction Assessment 153 161 Closure 171 REFERENCES 177 1 2 3 4 5 6 Course Overview Lesson Planning • • • • • • • • • • • Class Schedule • Start Time • Lunch • Dismissal • Breaks Class Agenda: what topics are taught on what days Review Anticipatory Set Objectives Purpose Input and Modeling Check for Understanding Guided Practice Closure Independent Practice (Sousa, 2011) The instructor is given what to teach, and he/she chooses how to teach it. We intend not to overwhelm students with information, and we will learn why in later lessons on memory. 7 Reliable Sources • • • • Quick reference guides Training manuals Manufacturer’s website...
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...Training RESEARCH ON HUMAN LEARNING Published by the Department of Education and Training © State of Victoria, 2004 All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical and photocopying, recording or otherwise, without the prior permission of the copyright holder. Address inquiries to: Research and Development Branch Office of Learning and Teaching Department of Education and Training Level 2, 33 St Andrews Place GPO Box 4367 Melbourne 3001 Acknowledgments This resource has been developed by the Office of Learning and Teaching, Department of Education and Training, Victoria, 2004 Authors Sandra Mahar and Maddy Harford Contributions This publication was developed by the Research and Development Branch, Office of Learning & Teaching for the Department of Education and Training. Contents INTRODUCTION: THE IMPORTANCE OF LEARNING IN THE KNOWLEDGE ECONOMY 4 Defining Learning 5 Overview of the paper 6 THEORIES OF LEARNING 7 Cognitive Learning Theories 7 Social Learning Theories 7 Constructivist Theories 8 Experiential Learning 9 Adult Learning, or Andragogy 9 Multiple Intelligences 10 Situated Learning Theory and Communities of Practice 10 FACTORS AFFECTING LEARNING 12 Neurological development...
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...Direct Method 1.3 Audio-Lingual Method 1.4 Silent Way 1.5 Total Physical Response (TPR) Community Language Learning (CLL) 1.6 Suggestopedia (Suggestology) 1.7 Communicative Approach 1.8 Natural Approach 1.9 Emotional-semantic method 2. Theoretical aspect of effective methods of teaching 2.1 The bases of teaching a foreign language 2.2 Effective ways and techniques of teaching a foreign language 2.2.1 Constructivist teaching strategies 2.2.2 Communicative Teaching Method 2.2.3 Using project method in teaching a foreign language 2.2.4 The method of debates 2.2.5 Games 2.2.6 Role plays as a method of teaching 2.3 Methodological principles of modern methods of teaching 2.4 Practical aspect of ways of teaching 3. Comparative characteristics of modern techniques of teaching English 3.1 Features of techniques 3.1.1 Communicative method 3.1.2 Project methodology 3.1.3 Intensive method 3.1.4 Activity Based method 3.2 Similarities of methods 3.3 Positive and negative aspects of techniques Conclusion Bibliography Appendix Introduction Language teaching came into its own as a profession in the last century. Central to this process was the emergence of the concept of methods of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods preoccupied teachers and applied linguists throughout the...
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