“The link between past experiences, student interest, and present learning is that we draw upon previous experiences and memories as we learn” (Slavin, 2006). It is the teachers responsibility to consider the past experiences of the student as well as interests in order ot make a lesson more appealing, engaging and interesting. By knowing the students background a teacher can better motivate and engage the student in new information. The students past experiences can help when building new concepts on top of foundational concepts. Students will learn more efficiently and smoothly if they have concepts to build upon instead of introducing unsystematic bits of information that become hard to connect and up confusing the student.
(Siegel, 2012) Loughran (1996, as cited in Siegel, 2012) defines metacognition as the “deliberate and purposeful act of thinking which centers on ways of responding to problem situations in teaching and learning.” ... ... middle of paper ... ... a higher level learning in the future, I will teach them the way of making study plans, and self-evaluating skills. Besides, I will improve the skills of monitoring by designing diverse assignments. From my teaching approach, students will think critically through using self-monitoring report and group discussion in class. Furthermore, from evaluating surface-deep learning, I have a more understanding on the differences between using surface learning compare with deep learning. In my future teaching career, I will help students thinking critically, as well as querying other’s viewpoints and presenting their own conceptions.
We must try to help them learn effective time management techniques (by encouraging them to keep on task during in-class workshops and by helping them break down large assignments into manageable pieces), and we must attempt to present issues in a meaningful way. How can we present information in a meaningful way? First we must carefully consider the various ways in which our students receive and process information. Learning modes are often broken down into four categories: visual, auditory, tactile, and reading/writingâ€”titles which represent the different processes through which learners internalize new information. Visual learners, for example, respond best to information that they can see (such as graphics, pictures, and demonstrations) while auditory learners comprehend information best when it is spoken out loud.
It is a place where students feel academically supported despite their level of understanding of a certain topic. My hypothesis is that student mindset mirrors the learning environment. My intervention is centered around getting students to focus on the process of learning (i.e. thinking about how they got to their answer as opposed to what the right answer actually is) A supporting factor also includes the type of praise my students will be receiving from me. I hope to create an environment where praise is given during (not just after) the process of learning and it will be rewarding effort on behalf of the student as opposed to what they are learning.
Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment. When students participate in formative assessment, there is opportunity to give feedback to students. The provision of feedback is one of the primary functions of formative assessment. A further function of the formative assessment is to provide feedback to the mentors. Concerning these, Bloxham and Boyd (2007) argued that “for assessment to function in a formative way that supports students’ future learning, the findings have to adjust teaching”.
Even so, I do believe that open-ended questions can be very beneficial as an aid to learning if they are asked properly. Research Question How does the use of questioning strategies in a whole class setting improve student understanding of conic sections? Literature Review There are many different types of questions. The questioning strategy the teacher adopts will depend on the subject, topic, student comprehension and foreknowledge, and the goal of the lesson. The teacher’s questioning strategy can help students obtain understanding and see connections as they work toward solutions to problems.
Students consequently learn better when they use creativity and originality to come across learning. Insight in the classroom is better understood when it occurs through discovery, exploration, and real world experiences. It is important and necessary for the student to be involved in the learning process. Instructors are to be facilitators rather than teachers, allowing the student to come across their understand... ... middle of paper ... ...e internally motivated have higher levels of creativity, achievement, long term well-being, & comprehension. Those that are externally motivated towards school will less likely engage one outside motivation is removed.
Questions, experiences, formulation and drafting of the problems they create for themselves is the basis for learning. Boud and Felleti (1997) describes the Advantages of PBL is the students are encouraged to explore the knowledge he already has then develop independent learning skill to fill the void. It is a lifelong learning because the skills can be transferred to other learning topics, both inside and outside of school. Problem based learning that focuses on the problems that can evoke the experience of learning the students will have greater autonomy in learning, Lesperance. MM
Now, having in mind these definitions and the importance of assessment in the academic life, learners should not face it only as the judgments of a particular production in which it may get positive and negative perceptions from others. It is relevant to mention that the focus of this research was to give students voice in the reading assessment process in which they could recognize and overcome difficulties, thus, learners may realize of playing an active role in the assessment process which did not only involve numbers as a result, but it might affect the way of learning by getting students familiar with the reflective practice upon their own processes, through the self- assessment as a self-directed reading strategy to improve their literal reading
“A common frustration among college teachers is the tendency for students to compartmentalize what they learn rather than transferring or applying knowledge from one context to another.” (Marshik, Kortenkamp, Cerbin, & Dixon, 2015) A simple answer to gain back some of what is missing would be to take the motivation of students seriously. Once the motivation is in place, communication and authentic thinking will be viable. “Furthermore, the importance of the culture in the classroom and the interaction between student and instructor can facilitate or impede student motivation.” (Sedden, & Clark, 2016) Figuring out what their motivational trigger is can help gain their interest. “Several researchers found that students respond to instructors who are motivated themselves, and