TEACHING STRATEGIES Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive. Heterogeneity analyses indicated significant variation in terms of course size, with active learning having the highest impact on courses. AMTA is a professional organization of teachers, by teachers and for teachers who utilize Modeling Instruction in their Science, Technology, Engineering and.
Active- Learning Theories (constructivism..) and Teaching Strategies. Active- Learning Theories (constructivism..)2. Teaching Strategies for Effective Instruction. What is active learning, and when does it happen? Theories of Learning. Here are some introductory overviewsof modern “active learning” theories.
Teaching and learning are integral to our mission — and our charge to change the world. Both in and out of the classroom, we aim to encourage discussion and debate. Active-Learning Theories (constructivism.) 2. Teaching Strategies for Effective Instruction. What is active learning, and when does it happen? 162 Active Teaching Strategies and Learning Activities 9 CHAPTER While one person hesitates because he feels inferior, the other is busy making mistakes and. There are many sorts of teaching resources: here we have pulled together a number of Schemes of Work and Lesson Plans, and we also have a selection of free online. Using Cooperative Learning to Teach Mathematics to Students with Learning Disabilities "Cooperative learning" (i.e., jigsaw, learning together, group investigation.
Driscoll. . Transfer is a key concept in education and learning theory because most formal education aspires to transfer. Consequently, the ends of education are not achieved unless transfer occurs.
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Abundant evidence shows that very often the hoped- for transfer from learning experiences does not occur. These responses need not be mediated by external or mental representations. What is needed? What principles might apply? What is known that might help?
Metacognition — Using Personalized Theories for Learning What is metacognition, and how is it useful? When you personally use theories of learning — both general (developed by others) and personal (based on your self- knowledge) — to improve your own thinking, learning, and performance, when you ask “how can I think more effectively?” and think about thinking so you can improve the quality of your thinking- and- actions, this is metacognition. The following two paragraphs briefly summarize what metacognition is, plus principles for why- and- how it should be incorporated into instruction. An emphasis on metacognition needs to accompany instruction in each of the disciplines, because the type of monitoring will vary. Ormrod, plus . They plan strategies for attacking thinking problems.? Metacognition and Feedback that is based on Evaluations (formative & summative)As a teacher, you can help students improve their learning strategies, both directly (by describing the strategies you enthusiastically recommend, and explaining why they work so well) and indirectly (by coaching students, to encourage and guide their own metacognitive discovery of personally customized learning strategies).
Mathematics instruction is a lengthy, incremental process that spans all grade levels. As children begin formal schooling in kindergarten, they develop
Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression. Constructivism as a Theory of Active Learning. The basic claim of constructivism is that . Julien (1. 99. 3) offer 1.
Piagetian, post- epistemological, pragmatic, radical, rational, realist, social, and socio- historical. All forms of constructivism incorporate the notion of individually constructed knowledge. Learning. Theories & Teaching Strategies — Designing Effective Instruction. Based on what we know about learning, how can we design instruction that will help students learn more effectively and enjoyably? Basic Principles of Educational Design Goal- Directed Design of Education — using Thinking/Learning Activities.
During instruction, any experience that stimulates thinking and leads to learning is a thinking/learning activity. For a goal- directed design of education, we can: . My model of Integrative Design Process describes the integrated functional relationships between 9 modes of thinking- and- action used in a process of design, when we define an objective (for an improved product, activity, strategy, or theory) and try to achieve this objective by creatively generating options and critically evaluating options. Three Types of Instructional Activities Constructivism — Learning and Teaching This page begins by emphasizing that active learning occurs ? Learning is an active process that requires thinking.
You. the quality of your learning. For a variety of pedagogical reasons, almost all proponents of discovery learning propose guided discovery in which the teacher provides problems along with . Rather than presenting information in texts or lectures, educators engage students in guided inquiry or discovery to develop their conceptual understanding. This process is structured by supplying questions that compel students to think critically and analytically as they engage in the exploration.
These questions, which are called guided- inquiry, critical- thinking, or key questions, guide the learner in the exploration. Traditional Methods by Benjamin Yu, is a brief summary. Designing Eclectic Instruction for Effective Education Questions — in a context of Controversies about Constructivism.
In this section, eclectic instruction is a blending of conventional constructivist instruction (minds- on activities and guided inquiry) with explanatory instruction that some educators think is non- constructivist, so they label it “traditional” instruction and contrast it with “constructivist” instruction. Consequently, many faculty assert that all learning is inherently active and that students are therefore actively involved while listening to formal presentations in the classroom. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key. POGIL wants a change from traditional to inquiry (describe their section on implementation, with quotes) but would they prefer instruction to be all- inquiry? Hence, constructivist approaches are basically discovery oriented.” This statement — and similar prescriptions — may be interpreted to mean that a constructivist theory of learning in which the learner is cognitively active translates into a constructivist theory of teaching in which the learner is behaviorally active. In other words, whether or not they have a correct answer, Kirschner et al.
The most defensible educational goals are those that pertain to mental self- management — taking charge of one’s own learning — and coming to value learning and knowing and one’s self as learner and knower. What do they see as the value of this learning? Only then are we in a position to contemplate how best to help them achieve their goals.
In other words, motivation resides not within the individual but in the interaction between individual and subject matter. Students can develop that understanding only by engaging, in however rudimentary a way, in the practice of science. Good instruction is never without structure. Indeed, designing the structure of problem- based instructional activities may require the most complex and demanding instructional design of all. There is a place for both direct instruction and student- directed inquiry.
The challenge is to get the balance and sequence right. As for direct instruction, of course it has a place. Each young student does not need to reinvent knowledge from the ground up. The challenge is to formulate what we want direct instruction to be. In doing so, it is well to keep in mind that it is students who construct meaning from such instruction and decide what it is that they will learn. There is increasing evidence that effective methods for promoting constructivist learning involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration. Constructivist Learning with Inquiry- Based Instruction using Guided Discovery.
Instruction using Meaningful Reception Learning. Instruction using Discovery- Based Learning. Instruction using Interactive Engagement. D. Instruction using Eclectic Approaches. Interactive Engagement http: //serc.
Int. Eng. html. Lessons from the Physics Education Reform Effort - http: //www. Richard Hake - - Using links in the Table of Contents, it's easy to find parts I found especially interesting: the Introduction, Popular interactive engagement methods, Can Educational Research Be Scientific Research?, Fourteen Lessons .