The Foundational Knowledge Standard involves preparing individuals for roles in the reading profession and encompasses the major theories, research, and best practices that share an agreement of acceptance in the reading field. Individuals who enter the reading profession should understand the historically shared knowledge of the profession and develop the capacity to act on that knowledge responsibly. (IRA Standards, 2010). This semester I really learned how I could develop the capacity to learn from my previous experiences and contemplate my own practices in systematic ways to benefit students rigor. Based on several decades of cognitive science research on human learning, knowledge is domain specific and contextualized.
), Qualitative research practice: A guide for social science students and researchers. London: SAGE Publications Ltd. Lewis, J. & Ritchie, J. (2003). Generalising from qualitative research.
Students Engagement is conspicuously investigated by many authors since mid-1980s when Astin (1984) worked on student involvement. Then the topic has attracted many authors eg. Chickering and Gamson, (1987), Maher and Tinto (1992), Kuh and Vesper, (1997), etc... as it seems that engaging students with the course is one of the key factors of successful learning and teaching in higher education. Stefani (2008) defines student’s engagement based on previous research as the efforts including time and energy that the students make improve their learning in the University. This definition is expanded by Krause (2006) to include more assumptions related to students’ understanding of engagement.
In my future teaching career, I will help students thinking critically, as well as querying other’s viewpoints and presenting their own conceptions. Not only learning the knowledge from the textbooks, I will encourage them to search extracurricular areas to build a substantial knowledge data base and a widely field of interests for them to choose and discover in the future university study.
Summary There are many articles on reading and strategies for teaching reading and reading skills to younger students, while at the same time there is a strong need for this information for adults and those who are in or entering college. In their academic article, Reading and Learning Strategies: Recommendations for the 21st Century, the authors have found that there are several models that will assist this group. The first would be to choose program models that emphasize cognitive development on the part of the learner, while emphasizing their strengths. The next of these models would be to emphasize the transfer and modification of skills across all the academic disciplines. Another model, and one of the most important is to emphasize the students flexible use of any processes that may be used in a strategy.
Assessing the Virtual Classrooms: A Progress Report. Retrieved April 12, 2005 from, http://www.intered.com/public/v5n2_cyberq.pdf Wang, A. (2001). Online Lectures: Benefits for the Virtual Classroom. Retrieved April 12, 2005, from, http://www.thejournal.com/magazine/vault/A3562C.cfm Zhang, D. & Zhao, J.L.
Over the past few years the use of ICT has become more commonly used in educational settings, one of these settings being Higher Education. The aim of this essay is to identify and discuss the opportunities and challenges practitioners face when implementing ICT into Higher Education courses. I also intend to explore the use of interactive whiteboards (IWBs) in lectures followed by the analysis of Student Response Systems (SRSs) used within these lectures. The IWB is defined as any board linked to a computer which has the capacity to display a projected image which can then be controlled by the user by touching the board with their finger or a pen (Beauchamp, 2004). My second chosen theme, Student Response Systems, are defined by Williams et al.
Department of Psychology, University of Central Missouri, Warrensburg, Missouri. Retrieved February 25, 2011 from http://faculty.ucmo.edu/drobbins/pdf/thinkingandspeech.pdf Zakin, Andrea. (2007). Metacognition and the use of inner speech in children’s thinking: a tool teachers. Journal of Education and Human Development, 1(2), Retrieved February 25, 2011 from http://www.scientificjournals.org/journals2007/articles/1179.pdf
Savage, J. & Fautley, M. (2008). Assessment for Learning and Teaching in Secondary Schools. Dawsonera [Online] Avalaible at: https://www.dawsonera.com/readonline/9781844458028 DfES (2002). “Government guide to Assessment for Learning”.
Review of Educational Research, 77(1), 81-112. Retrieved from http://search.proquest.com.libraryproxy.griffith.edu.au/docview/214113991?accountid=14543 Renske A.M. de Kleijn, M. Tim Mainhard, Paulien C.Meijer, Mieke Brekelmans and Albert Pilot(2013)Master’s thesis projects: student perceptions of supervisor feedback, Assessment and evaluation in Higher Education,38:8,1012-1026,DOI: 10.1080/0262938.2013.777690 Rowe, A. (2011).The personal dimension in teaching :Why students value feedback. International Journal of Educational management, 25(4)p.p.343-360.DOI.10.1108/09513541111136630