In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
In this study, the instruction followed the criterial tasks of the K-12 Curriculum. The teacher was a facilitator guiding the learners to arrive at the meaning of a difficult word. While the teacher acted as a facilitator, the learners were involved in an activity of identifying the meaning of a difficult word using speed drawing and kinesics. Lastly, the learning strategies used in this study is akin to that of the K-12 Curriculum which is performance-based. Speed drawing and kinesics as strategies in improving vocabulary retention are characterized by direct participation of learners.
As per the department of health/natural board, “Mentorship is a role undertaken to facilitate supervise and assess students in the practice setting”. As stated by Anderson, L (2009), to provide learning and positive educational outcomes, the mentor should determine their own teaching and learning styles and they should incorporate a combination of different learning styles. The lesson plan is aimed towards many learning theories to suit a range of learning styles. Which brings me to the view of Keefe, J.W (1979), “Learning styles are characteristic, cognitive, affective and physiological behaviours that serve as relatively stable indicators of how learners perceive, interacting with the environment. The lesson plan is detailed out into two study sessions.
(1995) conducted a study about Collaborative Learning Enhances Critical Thinking, The idea of Collaborative learning in, the gathering and blending of Students with the end goal of accomplishing a scholastic objective, has been generally inquired about and pushed all through the expert writing. The expression "Collaborative learning" refers to a guideline technique in which Students at different execution levels cooperate in little groupings toward a shared objective. The students are in charge of each other 's learning and also on their own. Along these lines, the achievement of one Student causes different Students to be
Guided Reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Independent Reading time, when students choose their own appropriate books. Here, they can apply the cue systems and decoding strategies that they have learned during Shared and Guided
Cooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and adopt their learning. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. In this model, it is essential to create a positive climate where interpersonal skills can be promoted so that positive emotions will be fostered among learners. Cooperative learning also helps the learners to feel empowered and respected to prepare them to face real
Accordingly, in cooperative classrooms, the students are expected to help each other, to discuss and argue with sharing their ideas.it helps to assess each other’s current knowledge and fill in gaps in each other understands. According to Johnson and Johnson (1989) and Colburn (1991) described cooperative learning as one which promotes positive interdependence, face to face promotive interaction, individual accountability, social skills, group processing, shared leadership and responsibility for each
Vygotsky's (1978) and Gardner's (2006) theories underlie differentiated instruction, which accommodates the learning according to students individual needs to maximize students' potential (Burkett, 2013; Tomlinson, 2014; Tomlinson & Moon, 2013; Watts-Taffe et al., 2013). While differentiating, Tomlinson (2014) states that teachers address students' varied points of readiness, interest and learning profile by providing appropriate alternatives and choices for students in four areas of differentiation: the content, the process, the product, and the
Then we have the SAT, which is a test like the ACT, that tells you whether you are college ready or not. This test is basically based on things they don 't teach you in high school. It also covers the reading, writing and mathematics skills that students need in order to be college ready. The SAT predicts what a student is capable of learning. The PERT is also a test students take to get ready for college.
The middle school model uses various modes of instruction that benefit various of learners. The middle school model uses student centered approaches to learning. Inquiry learning and interactive learning are also emphasized in the middle school model. Differentiation is used to meet the needs of all unique learners. Cooperative learning, discussions, student inquires, and projects are used to meet the needs of auditory, visual, kinesthetic learners.