241 results on '"LEARNING strategies"'
Search Results
2. Seven High-Leverage Formative Assessment Moves to Support ELLs
- Author
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Duckor, Brent and Holmberg, Carrie
- Abstract
In the authors' 2017 book "Mastering Formative Assessment Moves" (ASCD), they outlined seven high-leverage formative assessment strategies that promote ambitious teaching and deeper learning. Since then, they've worked with pre- and in-service teachers who are implementing the new English Language Development Standards (2014) in California, and they have begun to see how these strategies can serve as the natural bridge to help English language learners reach greater proficiency in their understanding of academic language.
- Published
- 2020
3. Getting Newcomers into the Academic Flow
- Author
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Calderón, Margarita
- Abstract
Many U.S. schools now have adolescent students who are recent immigrants arrive throughout the school year--sometimes with little English or having had interrupted formal education in their home country. Teachers need strategies to involve such "newcomer" students in classroom work right away. The author describes a framework of instructional strategies--one she has developed and helped school successfully implement--that teachers in any content area can use to get newcomers speaking, reading and writing in class early on.
- Published
- 2020
4. Learning to Learn: Tips for Teens and Their Teachers
- Author
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Boser, Ulrich
- Abstract
Although mastering the art of learning how to learn is considered one of the most important skills for young people, few teens know the basics of how to best learn something. And teachers rarely receive training in how to helps students become successful learners. The author describes seven well-supported techniques for learning anything that educators should make sure teens know: learn by doing; reduce distractions so you can focus; think about your thinking; find the deep features; seek feedback; know and manage your feelings; and reflect on what you've learned.
- Published
- 2019
5. Inviting Uncertainty into the Classroom
- Author
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Beghetto, Ronald A.
- Abstract
Most teachers try to avoid having students experience uncertainty in their schoolwork. But if we want to prepare students to tackle complex problems (and the uncertainty that accompanies such problems), we must give them learning experiences that involve feeling unsure and sometimes even confused. Beghetto presents five strategies that help educators use uncertainty as a catalyst for problem solving: Provide structures that support students facing uncertainty, try "lesson unplanning," assign complex challenges, explore well-known solutions, and launch "never-ending projects."
- Published
- 2017
6. How Did You Get to Harvard?
- Author
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Hehir, Thomas
- Abstract
The author, a professor and former student at Harvard, was intrigued by how much the percentage of students with disabilities at that college has increased in recent decades. He began simply asking certain students, "How did you get here?" Drawing from in-depth interviews conducted with 16 Harvard attendees who had disabilities that showed up early in their K-12 schooling, Here he presents insights about what it takes for youth whose learning differences make accessing the curriculum challenging to achieve academically at a high level. He shares the words of many of his interviewees (whose disabilities include deafness, dyslexia, emotional disabilities, and cerebral palsy) about how they built learning strategies that enabled them to understand their various learning differences and to work around--or with--those differences.
- Published
- 2017
7. The Genius of Design
- Author
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Spencer, John
- Abstract
Genius Hour is a time built into the school day or week to enable students to actively create their learning rather than passively consume it. During the time set aside for Genius Hour, students choose what they will learn about, the strategies they will use to learn it, the pace of their work, the materials and resources they will use, and the formats for their final products. But this type of empowerment isn't simply a matter of leaving students alone and letting them learn independently, points out John Spencer. Drawing on his more than 10 years implementing Genius Hour projects, Spencer defines the teacher's role as that of an architect, designing the seemingly invisible ecosystem in which student voice and agency can thrive. In this article, he offers a design thinking protocol called LAUNCH that teachers can use to guide students through Genius Hour projects: Look, Listen, and Learn; Ask Tons of Questions; Understand the Process or Problem; Navigate Ideas, Create a Prototype; and Highlight and Fix.
- Published
- 2017
8. Permission to Ponder
- Author
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Cutler, Kay M. and Moeller, Mary R.
- Abstract
"In many ways, images are the vehicle of comprehension, thought, and action. We integrate parts of images, we remember images, we manipulate images." This quote from James E. Zull clarifies the rationale for a discussion protocol called Visual Thinking Strategies (VTS), in which teachers focus students' attention on an image and ask three questions; "What's going on in this image?" "What do you see that makes you say that?" and "What more can we find?" Drawing from their three-year study of VTS implementation at Camelot Intermediate Schools in South Dakota, the authors of this article show how VTS can improve students' critical thinking capacities, their self-awareness, and their sense of social connection.
- Published
- 2017
9. Using Math Menus
- Author
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Burns, Marilyn
- Abstract
Math education consultant Marilyn Burns finds that teachers ask her the same three questions so often she's named them "The Big Three": What can I do with students who finish their math work more quickly?, How can I free up time to work with kids who need extra help?, and How can I differentiate math learning experiences? Burns, who works closely with a 4th grade class in California, describes math menus, a strategy she uses to help this class's teacher address the Big Three. A math menu is a list of options for math activities--done individually or in pairs--posted on chart paper. Many activities are differentiated, and students choose the order in which they want to do the activities and which, if any, they want to repeat. Burns describes a lesson on addition and subtraction skills presented in this class and a differentiated math menu option she and the teacher created to extend students' learning of the concepts and skills in the lesson.
- Published
- 2016
10. Stepping up Support for New Teachers
- Author
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Moore, Alicia
- Abstract
New teacher attrition is a serious problem, with some studies estimating that 50 percent of teachers leave the profession within their first few years. This high attrition rate means that many schools have large number of inexperienced teachers and that districts must spend scarce funds for recruitment and replacement costs. Springfield Public Schools in Missouri, the author notes, had a serious teacher attrition problem: 70 percent of new teachers who started teaching there had left by the end of their third year. The district responded by developing a new teacher induction program (STEP UP) that involves at least two years of individual coaching for each new teacher, plus special training in classroom management and cooperative learning strategies. This new program has greatly improved new teacher retention (only 26 percent of new teachers leave the district by the end of their third year) and saves the district $929,905 a year.
- Published
- 2016
11. The Building Blocks of Learning
- Author
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Kobrin, Jennifer L. and Panorkou, Nicole
- Abstract
Learning progressions detail the incremental steps that students take as they learn to master a skill. These progressions are based on developmental research about how students learn and how their thinking develops as a result of instruction. A typical progression not only describes the stages that students must master, but it also shows what students can perform at any given level. In this article, the authors describe a study in which teachers study a mathematics learning progression for measuring area and use that progression to analyze student work. Instead of simply noticing the strategies a student used to complete a work sample, the learning progression allows teachers to place the students' understanding at specific stages of development. With that information, teachers can make targeted instructional decisions to advance students to the next stage--and ultimately to the mastery of the content.
- Published
- 2016
12. In Step with the New Science Standards
- Author
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Marshall, Jeff C.
- Abstract
"Whether your state has adopted the Next Generation Science Standards or will soon revise its own science standards, one thing is clear," writes noted science educator Jeff Marshall. "Change is underway--in what is learned, in how we teach, and in how we assess." This article offers five realizations that point to the potential power of the new science standards. For example, the kind of learning that the standards envision builds toward mastery of challenging performance expectations instead of merely conforming to a checklist of material to cover. Five recommendations can help ensure success as teachers begin to use the new standards in their classrooms. These include starting small, scaffolding change, and giving students opportunities to explore ideas before the formal explanation occurs. Although this new approach to teaching science is not without its challenges, the author affirms that "the success that teachers can experience with all groups of students at all ability levels makes this effort toward transformation worthwhile."
- Published
- 2015
13. Fostering English Learners' Confidence
- Author
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Bondie, Rhonda, Gaughran, Laurie, and Zusho, Akane
- Abstract
A teacher is doing something right when his high school students--kids with limited English, no less--form groups and begin discussing a lesson on quadratic equations at the start of class, without any teacher direction. Bondie, Gaughran, and Zusho describe "discussion routines" that teachers at International Community High School in the South Bronx use to foster this kind of student engagement and eagerness to learn from one another. The routines enable students to take charge of their own learning and assist one another--and especially help English language learners gain confidence in conversing about academic content. The authors describe in detail two such routines--Elbow Partner Exchanges and Homework Rounds--and share tips and examples to help teachers in any subject area use these routines to foster powerful student discussions.
- Published
- 2014
14. Strategies That Make Learning Last
- Author
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Willingham, Daniel T.
- Abstract
Researchers have asked college students how they study, and the results show that most use four inefficient strategies that do not often work: (1) reading assigned chapter, trying to understand individual sentences as he goes but not necessarily ensuring he's got the overall gist; (2) marking what he takes to be important points with a highlighter; (3) not looking at the chapter again until a day or two before the test; and (4) rereading the chapter in preparation for the test, with a focus on only the highlighted sections. So what can teachers do to ensure learning that lasts? This article provides four strategies that make student learning last: (1) Elaborative Interrogation and Self-Explanation--asking ones-self how the passage read relates to what they already know; (2) Distributed Practice--allocating study hours over a few days; (3) Interleaved Practice--study and practice of different concepts within a single session; and (4) Practice Testing--taking a brief quiz, rooting around in memory, trying (perhaps struggling) to remember something, is actually a great way to ensure that the memory sticks. Each of these techniques has been studied, not only in the laboratory, but also in classrooms, and are useful additions to a teacher's toolbox.
- Published
- 2014
15. Minds on Fire
- Author
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Cushman, Kathleen
- Abstract
What happens when teachers, neuroscientists, and students combine their perspectives in a three-way dialogue about why selected classroom lessons were highly motivating? They discover that the factors that teachers and students believe important to student motivation are solidly aligned with insights from neuroscience. Author Kathleen Cushman describes a working group she established to analyze successful lessons by combining the perspectives of all three of these groups. In meetings over a year, the working group's discussions confirmed that motivation depends on two factors: how much students value the learning task, and whether they have the expectation that they can succeed. For example, the power of value was demonstrated in a lesson in which a science teacher started a unit on combustion by setting various things on fire safely, thus creating a level of excitement and interest that, according to the neuroscientists, put the students' neural systems into an ideal attention state. Cushman provides additional examples of successful lessons, discussing how each one promoted value, expectation, or a combination of both factors.
- Published
- 2014
16. Students First, Not Stuff
- Author
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Richardson, Will
- Abstract
The author of this article writes about how this moment of technological explosion raises a host of important questions for education leaders that speak directly to the way people think about the potentials of technology in school.The author asserts that if technology is seen simply as additive, the questions will be about the technology: Should schools get iPads or laptops? Does every classroom need an interactive whiteboard? What apps are best to engage students? The author posits that, while these are important questions, the real issue is not about the layering expensive technology on top of the traditional curriculum. Instead, it is about addressing the new needs of modern learners in entirely new ways. Once teachers understand that it is about learning, the questions reframe themselves in terms of the ecological shifts that are necessary: What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change. To understand the implications fully, teachers need to start with the questions that focus on the students--and not just on the stuff.
- Published
- 2013
17. The Words Students Need
- Author
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Lawrence, Joshua F., White, Claire, and Snow, Catherine E.
- Abstract
Students who struggle with reading comprehension in middle school often lack the academic vocabulary the need to understand grade-level textbooks and other instructional materials. Research shows that to learn a new word well, students need to encounter and use it multiple times in different contexts. The authors describe Word Generation, a whole-school vocabulary program that introduces students to academic words that commonly occur across content areas. Students are introduced to 5-7 words each week in the context of a high-interest reading passage about a controversial topic. They encounter these words and use them in topic-related learning activities in various academic classes throughout the week. Preliminary research in Boston Public Schools shows that Word Generation builds academic vocabulary, which translates into improved literacy. (Contains 6 online resources.)
- Published
- 2010
18. The Continuum of Teacher Learning
- Author
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Huebner, Tracy
- Abstract
Many recent studies on teacher learning are grounded in the works of Rosenholtz (1989), Ball and Cohen (1999), and Putnam and Borko (2000). Their research, collectively, suggests that teacher learning occurs in at least two realms: the individual and the interpersonal. In the individual realm, teachers gain knowledge about content and pedagogy, agree or disagree with this knowledge, and make decisions regarding implementation and change. In the interpersonal realm, teachers engage in dialogue and collaboration to further develop and support their own learning. More recent studies by Coburn (2001, 2004) identify a phenomenon that pulls both realms together. Coburn calls this phenomenon sensemaking--the process by which teachers notice and select certain messages from their environment, interpret them, and then decide whether to act on those interpretations to change their practice. To understand how teachers react to and make sense of messages they receive from district policies, the school administration, and professional work groups, Coburn conducted research spanning approximately 30 years at schools engaged in efforts to improve reading instruction. This article discusses the highlights and implications of Coburn's study.
- Published
- 2009
19. The Perils and Promises of Praise
- Author
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Dweck, Carol S.
- Abstract
Educators commonly believe that praising students' intelligence builds their confidence and motivation to learn and that students' inherent intelligence is the major cause of their school achievement. The author's research shows that, on the contrary, praising students' intelligence can be problematic. Praise is intricately connected to how students view their intelligence. Some students assume that intellectual ability is a fixed trait, that either they have it or they don't. Students in this fixed mind-set seek tasks that prove their intelligence and avoid ones that they might struggle with. Praising students for their intelligence tends to promote the fixed mind-set. Other students believe that they can develop their intellectual ability through effort and education. They take on challenges and learn from them. Praising students for their effort encourages this growth mind-set. Interventions that make students aware of the plasticity of the brain and the malleable quality of intelligence motivate students by boosting their confidence in their ability to grow and learn.
- Published
- 2007
20. What Do You Mean by Rigor?
- Author
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Washor, Elliot and Mojkowski, Charles
- Abstract
Noting the current push for rigor in secondary school curriculums (the lead member of the "new three Rs" of rigor, relevance, and relationships), Washor and Mojkowksi take a closer look at the prevailing conception of rigor. They argue that a narrowly defining a rigorous curriculum as one with more advanced courses and more factual content constrains teaching that could lead to deep learning. The authors define rigorous learning as learning that involves immersion in a subject over time, use of sophisticated resources, and the guidance of expert practitioners. They give examples of rigorous learning and work in school and nonacademic settings. They describe five strategies, used in the Big Picture school reform approach, to bring rigor to student work.
- Published
- 2007
21. Infusing Reading into Science Learning
- Author
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Zmach, Courtney C., Sanders, Jennifer, Patrick, Jennifer Drake, Dedeoglu, Hakan, Charbonnet, Sara, Henkel, Melissa, Fang, Zhihui, Lamme, Linda Leonard, and Pringle, Rose
- Abstract
Too many middle school students struggle to comprehend their textbooks in science and other content areas. Thus, many adolescent learners lag behind in developing scientific literacy, which the National Research Council has defined as sufficient understanding of the scientific concepts and processes required for personal decision making, participation in civic life, and economic productivity. With these concerns in mind, professors and doctoral students from the University of Florida at Gainesville collaborated with two middle school teachers in the 2004-05 academic year to integrate reading instruction and a wide range of science readings into these teachers' 6th grade science classrooms. Their action research team provided students with explicit instruction in reading strategies, exposure to award-winning science books and related activities, and professional development focused on building teachers' comfort with integrating reading into science. End-of-year test results showed that students who received this intervention achieved higher scores in both science and reading than did students whose teachers didn't participate.
- Published
- 2007
22. Think before You Write
- Author
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Hawkins, Joanna
- Abstract
When the author and her teaching colleague assessed their 7th and 8th grade students' research papers, they realized that although the papers demonstrated proper structure, the students had not gained meaningful understanding of their topics. Although the teachers had carefully prepared students to write, they had not ensured that students had adequate knowledge on which to base their writing. In response to this realization, the teachers developed a systematic approach called Writing for Understanding, which includes strategies for building working knowledge. In their own teaching and in other classrooms, they have observed that ensuring that students acquire working knowledge "keeps all students firmly in the game."
- Published
- 2006
23. The Old Way of Reading and the New
- Author
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Kirschenbaum, Valerie Ruth
- Abstract
Recent research indicates that Americans are reading less than they have in the past, as black-and-white text competes with more visually exciting media, such as the Internet, movies, and television. As a solution to this problem, the author proposes that books and instructional materials engage readers visually through the use of color and design. As a high school English teacher, she has used technology to design instructional materials with colored words, various font sizes, and eye-catching imagery. Such materials, she asserts, greatly improve student engagement and achievement. Kirschenbaum calls for a paradigm shift in the visual experience of reading. Her article is a demonstration of the "multi-sensory" writing that she advocates; she designed the layout and illustrations to support her theme.
- Published
- 2006
24. The Third Language of Academic English
- Author
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Zwiers, Jeff
- Abstract
Academic language is the linguistic glue that holds the tasks, texts, and tests of school together. If students can't use this glue well, their academic work is likely to fall apart. According to the author of this article, "academic language" is defined as the set of words and phrases that (1) describe content-area knowledge and procedures; (2) express complex thinking processes and abstract concepts; and (3) create cohesion and clarity in written and oral discourse. Teachers need to help English language learners develop a set of automatic strategies--otherwise known as learning habits--that they can use to acquire academic language in any setting. The five learning habits discussed in this article can help students recognize and understand academic language in a variety of classroom contexts. The author developed the list by drawing on research from language acquisition theory, academic language development, and constructivist learning methods.
- Published
- 2005
25. Landscapes for Learning
- Author
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Cochrane, Cathy
- Abstract
The project based learning by using Campus Calgary/Open Minds programs encourages schools and teachers to participate in a variety of learning methods. The use of on-site learning techniques makes it an integral part of planning and implementing variety of projects, which in turn encourages huge participation from students.
- Published
- 2004
26. Launching Self-Directed Learners
- Author
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Costa, Arthur L. and Kallick, Bena
- Abstract
Self-directed learning enables students to guide themselves and monitor their own progress towards specific goals. The positive approach towards self-management in developing alternative strategies to achieve the goals is discussed.
- Published
- 2004
27. Skills and Strategies for Media Education.
- Author
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Thoman, Elizabeth
- Abstract
To thrive in our media-saturated culture, children must become media literate and learn five lessons: media messages are constructed by a few for the many; constructions involve creative languages; different people experience the same media message differently; media are primarily profit-driven businesses; and media have embedded values and viewpoints. (MLH)
- Published
- 1999
28. Helping Students Who 'Just Don't Understand.'
- Author
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Pogrow, Stanley
- Abstract
Supermath, a learning strategy based on HOTS (Higher Order Thinking Skills) Project, is helping students increase mathematics achievement. Three principles are involved: creating an intriguing learning environment, combining visual and interactive experiences with Socratic forms of conversation that help students create mental models and generalize their experience, and developing cognitive architecture that unifies learning experiences. (MLH)
- Published
- 1994
29. Where's the Beef? Looking for Exemplary Materials.
- Author
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Pogrow, Stanley
- Abstract
For over three years, University of Arizona staff have been reviewing middle school curricular materials in various content areas to identify exemplary models. Study disclosed only 1 exemplary mathematics curriculum (18-year-old Real Math series by Open Court) and only 1 superior science curriculum (Canadian Science Plus series). No comprehensive social studies or language arts curricular materials were acceptable. (MLH)
- Published
- 1993
30. What Brain Research Says about Paying Attention.
- Author
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Sylwester, Robert and Cho, Joo-Yun
- Abstract
Two guiding principles for classroom management and instruction that emerge out of current knowledge about attention mechanisms and processes are that teachers should adapt their instruction to their students' stable attention mechanisms and that teachers should use imaginative teaching and management strategies to help students enhance their adaptable attention processes and attend to potentially subtle differences. (13 references) (MLF)
- Published
- 1993
31. The Nature and Nurture of the Self-Directed Learner.
- Author
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Biemiller, Andrew and Meichenbaum, Donald
- Abstract
One source of differences between the highest and lowest achieving children is the degree of self-regulated learning that occurs. High achievers engage in goal setting, planning, questioning, and other behaviors. By observing how children approach tasks and resisting the urge to "think for" less self-directed learners, teachers can help each student attain mastery and expertise. (12 references) (MLH)
- Published
- 1992
32. How Teachers Make Restructuring Happen.
- Author
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Boles, Katherine and Troen, Vivian
- Abstract
In Brookline, Massachusetts, two classroom teachers learned that restructuring the teaching profession had to begin with restructuring the school. Discouraged by disappearing colleagues and dissatisfied students, these teachers began a team teaching and internship project called the Learning/Teaching Collaborative and sought ways to further teachers' professional development opportunities. (MLH)
- Published
- 1992
33. Study Groups Foster Schoolwide Learning.
- Author
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Murphy, Carlene
- Abstract
Professional study groups have been a dominant feature of the Richmond County (Georgia) Schools' educational improvement efforts since 1987. Study groups offer a structure that turns all individuals into learners eager to assume responsibility for their own learning and that of colleagues and students. The principal's active participation is a key to program success. (seven references) (MLH)
- Published
- 1992
34. Ten Ways to Integrate Curriculum.
- Author
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Fogarty, Robin
- Abstract
Presents 10 models providing a solid foundation for designing curricula that help students make valuable connections while learning. Beginning with exploration within single disciplines (the fragmented, connected, and nested models), and continuing with models integrating across several disciplines, the continuum ends with models operating within learners themselves and, finally, across networks of learners. (MLH)
- Published
- 1991
35. Using 4MAT to Improve Student Presentations.
- Author
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Weber, Patricia and Weber, Fr
- Abstract
When two upstate New York teachers analyzed the problems attending student presentations, it became clear that only students with Quadrant 2 (analytical) learning styles were comfortable listening to an oral report. After their gifted fifth and seventh graders created a 4MAT wheel, their new insights helped generate possible solutions to common communication problems. (MLH)
- Published
- 1990
36. On Knowledge and Cognitive Skills: A Conversation with David Perkins.
- Author
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Brandt, Ron
- Abstract
As codirector of Harvard University's Project Zero, David Perkins has conducted long-term research programs on creativity, problem solving and reasoning, and learning in the arts, sciences, and everyday life. He explains a new program designed to help teachers connect thinking strategies with subject matter, so that students can better manage their thinking and learning. (MLH)
- Published
- 1990
37. Recognizing the Connections between Thinking Skills and Mastery Learning.
- Author
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Arredondo, Daisy E. and Block, James H.
- Abstract
According to recent research, when teachers focus on higher mental processes (problem solving, application of principles, analytical skills, and creativity) within a mastery learning format, students' thinking skills and knowledge levels improve. Baltimore County (Maryland) and East Islip (New York) School Districts have programs integrating process and content. Includes 29 references. (MLH)
- Published
- 1990
38. Integrating Instructional Programs through Dimensions of Learning.
- Author
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Marzano, Robert J.
- Abstract
Teachers' actions are thought to produce certain types of student thinking. To devise effective inservice programs, educators must understand four learning principles and five thinking dimensions enabling students to develop positive learning attitudes and acquire, integrate, and extend their knowledge. A new "curriculum" of preservice and inservice education is needed. Includes 56 references. (MLH)
- Published
- 1990
39. A Socratic Approach to Using Computers with At-Risk Students.
- Author
-
Pogrow, Stanley
- Abstract
Conventional computer-assisted instruction (CAI) beyond third grade is failing with at-risk students who cannot consciously deploy thinking strategies or derive meaning from symbols. The HOTS (Higher Order Thinking Skills) program uses CAI as one element comprising learning scenarios; others are dramatic techniques, Socratic conversations, and thinking skills development. Includes 10 references. (MLH)
- Published
- 1990
40. Integrating Innovations.
- Author
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Guskey, Thomas R.
- Abstract
When a well-conceived combination of innovative learning strategies is used, the results are generally more favorable than those attained using any single strategy. Broadening the scope of planning and implementation will not only help integrate innovations, but will enhance opportunities for collegial sharing. Integration guidelines are provided. Includes 30 references. (MLH)
- Published
- 1990
41. Linking ITIP and the Writing Process.
- Author
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Weber, Alan
- Abstract
Whereas the writing process is recursive, Instructional Theory into Practice (ITIP) is a linear, sequential series of instructional decisions. By understanding the relationship between these two models, staff development and curriculum specialists can assist teachers by coordinating support group sessions and followup training using a common language. (MLH)
- Published
- 1990
42. What We Really Know about Strategy Instruction.
- Author
-
Pressley, Michael and Harris, Karen R.
- Abstract
Many learning strategies endorsed by curriculum and instruction publications have never demonstrated their worth in objective experimental evaluations. Most researchers agree that cognitive strategies should be taught in conjunction with content and in response to learner needs and capabilities. Teacher modeling and self-regulation lie at the heart of good instruction. Includes 24 references. (MLH)
- Published
- 1990
43. Making the Most of Your Class Website
- Author
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Dunn, Lemoyne S.
- Abstract
Students today are electronically connected, and they expect their learning to be connected as well. Many college students prefer online classes, even if they live on campus. Students who do take face-to-face classes often expect the class to have an online communication component (such as a discussion board). However, despite the fact that K-12 teachers have easy access to technologies to prepare students for this style of learning, they often fail to use them. One easy way to incorporate technology to extend learning is through a class website. Using higher-level websites at the K-12 level is a valuable way to extend learning past the school day, but they also support lifelong learning. In this article, the author discusses how to extend learning with your own class website. (Contains 1 endnote.)
- Published
- 2011
44. The Most Important Words
- Author
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Katch, Jane
- Abstract
Preschoolers enthusiastically tackle reading when they get to read and share their "special" words. The author, a preschool teacher, describes a successful classroom strategy for helping students make the connection between print and meaning. As students develop word lists that have special meaning for them and then use these words in stories and plays, they learn important early reading skills.
- Published
- 2004
45. A Holistic Approach to Attention Deficit Disorder.
- Author
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Armstrong, Thomas
- Abstract
The Attention Deficit Hyperactivity Disorder worldview tacitly promotes a teacher-centered, worksheet- and textbook-driven education model. According to current research, all students benefit from project-based environments allowing them to construct new meanings based on their existing knowledge. This article discusses holistic interventions that provide kids with a stimulating, empowering learning environment. (MLH)
- Published
- 1996
46. Voices from Networked Classrooms.
- Author
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Brownlee-Conyers, Jean and Kraber, Brenda
- Abstract
In 1994, the Glenview (Illinois) Public Schools created three technology-rich educational environments (TREEs) that use alternative teaching and learning methods through networked communication technologies. Each setting consists of three teachers and about 75 heterogeneously grouped students (ages 9-12) who work collaboratively to solve problems reflecting their own interests. Challenges and benefits are discussed. (MLH)
- Published
- 1996
47. Making WEB Meaning.
- Author
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McKenzie, Jamie
- Abstract
Poorly organized and dominated by amateurs, hucksters, and marketeers, the net requires efficient navigating devices. Students at Bellingham (Washington) Public Schools tackle information overload by contributing to virtual museums on school Web sites, using annotated Web curriculum lists, and conducting research in cooperative teams stressing questioning, planning, gathering, sorting, synthesizing, evaluating, and reporting activities. (MLH)
- Published
- 1996
48. Multiple Intelligences: Seven Ways to Approach Curriculum.
- Author
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Armstrong, Thomas
- Abstract
Applies Howard Gardner's theory of multiple intelligences (linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, and intrapersonal) to designing time-telling exercises for young learners. The idea is to link instructional objectives to words, numbers or logic, pictures, music, the body, social interaction, or personal experience. These linkages also apply to secondary curricula. (MLH)
- Published
- 1994
49. The Empowering Learners Project.
- Author
-
Redding, Nora
- Abstract
Aurora (Colorado) Public Schools staff found that empowering students meant teaching students what enhances and what impedes learning; helping them recognize and develop their own personal learning strengths; teaching them specific thinking and learning strategies; and passing on learning responsibility to them. The key is willingness to share ideas. (MLH)
- Published
- 1990
50. Teaching Thinking in Tulsa.
- Author
-
Zenke, Larry and Alexander, Larry
- Abstract
Describes a thinking skills program in Oklahoma that has brought about a significant rise in achievement test scores. Teaching strategies are based on the premise that students learn new things based on the resemblance between new and familiar words and ideas. (TE)
- Published
- 1984
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