The purpose of this study was to investigate the effects of perceived self-efficacy, achievement goals, instructor effectiveness, metacognitive help-seeking strategy, and advisor familiarity upon frequency of advisement selection and learning achievement in multimedia-based instruction. The part experimental, part correlational research was conducted using 116 university undergraduate and graduate student volunteers. Participants self-reported perceptions and learning characteristics. A computer-based lesson on basic statistical concepts was completed to measure frequency of requested advisement and performance during instruction. A significant relationship between frequency of advisement selection and learning achievement was found. Other results provided no evidence the independent variables significantly influenced the dependent variables. The results of the study seem to indicate the unique characteristics of multimedia-based learning environments might suppress or otherwise alter student-instructor relationships, achievement goals, self-efficacy, and optimum usage of help-seeking strategy.
Several topics in contemporary educational research in Estonia have been covered in this collection. The professional identities of vocational teachers have been studied in relation to their new professional roles. Important differences in lesson planning have been found between novice and experienced teachers. A longitudinal study of the development of language competence revealed that it is important to provide students with tasks suited to their cognitive level. The metacognitive learning strategy summarizing alone explained 33% of the variation in the reading results of the 2009 PISA study between schools in Estonia. Student argumentation in state exam compositions showed differences on the basis of gender and school type.
Learner-centered teaching is apedagogical approach that emphasizes the roles of students as participants inand drivers of their own learning. Learner-centered teaching activities gobeyond traditional lecturing by helping students construct their ownunderstanding of information, develop skills via hands-on engagement, andencourage personal reflection through metacognitive tasks. In addition,learner-centered classroom approaches may challenge students' preconceivednotions and expand their thinking by confronting them with thought-provokingstatements, tasks or scenarios that cause them to pay closer attention andcognitively "see" a topic from new perspectives. Many types of pedagogy fallunder the umbrella of learner-centered teaching including laboratory work,group discussions, service and project-based learning, and student-ledresearch, among others. Unfortunately, it is often not possible to use some ofthese valuable methods in all course situations given constraints of money,space, instructor expertise, class-meeting and instructor preparation time, andthe availability of prepared lesson plans and material. Thus, a major challengefor many instructors is how to integrate learner-centered activities widelyinto their courses. The broad goal of this volume is to helpadvance environmental education practices that help increase students'environmental literacy. Having a diverse collection of learner-centeredteaching activities is especially useful for helping students develop theirenvironmental literacy because such approaches can help them connect morepersonally with the material thus increasing the chances for altering theaffective and behavioral dimensions of their environmental literacy. Thisvolume differentiates itself from others by providing a unique and diversecollection of classroom activities that can help students develop theirknowledge, skills and personal views about many contemporary environmental andsustainability issues.
Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas
Filling a crucial gap in the literature, this immensely practical volume presents innovative tools for helping K-3 students significantly increase their ability to make meaning from texts. The focus is on teaching the comprehension processes employed by expert readers, using a carefully sequenced combination of whole-class activities, specially designed kinesthetic movements, metacognitive strategies, and independent reading. Teachers are taken step by step through implementing the authors' research-based approach with diverse students, including English-language learners and children with special needs. Designed in a convenient, large-size format, the book features clear lesson plans and reproducible activities and visual aids, together with fiction and nonfiction book lists. An invaluable resource for helping teachers meet the mandates of No Child Left Behind, the volume is also ideal for use in preservice and inservice training. Every chapter concludes with thought-provoking exercises, activities, and discussion topics.
`Education is not about filling a pail, it's about lighting a fire.' -W.B.Yeats Through carefully selected and contextualized quotes, this book provides an engaging and inspiring way for reading teachers to look at and reflect on their own practice and grow professionally. A year's worth of thought-provoking quotations from thinkers in and out of education are tied to 11 themes for a reading educator's professional development. With each quote, the authors provide: Three reflective questions relating the core idea of the quote to teaching practice Lesson prompts that provide ways to use the quote with students Links to books for K-2, 3-8 and 9-12 to extend thinking generated by the quote The introduction spells out for teachers and literacy coaches how reflective use of the quotes and related prompts can promote and document professional development. It also provides multiple applications for the quotes in the classroom to directly foster enhancement of students' literacy, metacognitive skills and goal setting.
Brain Based Teaching With Adolescent Learning in Mind addresses adolescent learning and its implications and applications for curriculum design and research-based instruction. Glenda Crawford connects new research to the larger picture of students' social, emotional, and intellectual needs and points to productive ways to help adolescents learn and succeed.This resource acknowledges the wide range of differences that new century adolescents bring to classrooms. The author offers lesson examples that easily differentiate for very individual brains of students who have varying cultural backgrounds, levels of English language proficiency, background experiences and prior knowledge, and individual abilities and interests. Readers will find key concepts related to adolescent learning, including metacognition, motivation, social cognition, and self-regulation. Educators will learn about linking instruction to relevant issues and reality-based problems, and about student-directed inquiry, interpretation, debate and analysis, technological access, cooperative learning and global collaboration. Standards-based content examples and scenarios focus on the elements of relevance, active learning, content depth, collaboration, inquiry, challenge, student ownership, ongoing assessment, and guided reflection. The Adolescent-Centered Teaching (ACT) Models in each chapter illustrate this framework, with emphasis on: Essential content understandings Strategies for inquiry Adolescent motivation and challenge through intriguing and authentic events, problems and questions Teachers serving as active facilitator as students become progressively self-directed Metacognitive development and assessment, during which adolescents are involved in evaluation, reflection, and the transfer of learning to comparable and extended experiences Technology connectionsMultiple examples illustrate these interacting social, affective, and cognitive dimensions of an environment that is conducive to adolescent learning. This handbook also provides strategies for promoting transfer of learning to new contexts and more practical ideas for putting brain-based, adolescent-centered teaching into practice.
'One of the very few professional resources that I could not put down. I recommend this book to every teacher I work with, and I use it every day in my work with teachers and students' - Diane Fleming, Advanced Placement Coordinator Sioux City Community Schools, IA 'This is differentiation at its best! This valuable resource provides the tools necessary to meet the wide range of student needs and abilities within a classroom. It will be a timeless resource that all educators will want on their desk' - Jeannie Donoghue, Professional Development Director Bureau of Education and Research Inspire a love for learning through differentiated lessons and activities! Today's classrooms are more diverse than ever before, with students of many languages, cultures, backgrounds, abilities, and skills all in one room. This accessible resource illustrates how elementary teachers can use differentiated instructional techniques to nurture a love for learning in socially, culturally, and academically diverse learners. Inspiring Elementary Learners offers step-by-step instructions for creating a learning environment that engages all students, and provides creative strategies that can be easily implemented in the classroom. The authors include lesson examples and assessment rubrics across the core subject areas, showing how to cultivate a community of learners who honor themselves and each other. Based on current educational research on metacognitive strategies, learning styles, constructivist thinking, and choice theory, this handbook helps educators: - Design lessons to foster students' intrinsic motivation - Teach for deep understanding while meeting content standards - Create and implement differentiated strategies This practical guide provides teachers with the tools they need to reach, teach, and inspire diverse student populations and cultivate an engaging classroom environment.