By using a set of leading questions, the direction of investigation is loosely defined but students are free to pursue the questions according to interests and personal ability. Students are equipped with the right questions to seek information to develop an individualized understanding of the concepts as seen in the use of prompting questions. An excellent chance to review any information learned is provided after the first part of the lesson, when students have to link together their information and key word into a concept map. During the next period, as a class the students will be able to initially evaluate their own concepts and the implications behind them when more complete terms and explicit lecture information is provided. Students can further revise their conceptualization of the topics presented when they complete the expanded
In order for the collaborative group to succeed in a task, all members must be willing to accept the insights of the other members. According to Hsiang Ann Liao (2014) collaborative learning has been found to benefit students in various disciplines. Moreover, in the science, technology, engineering, and mathematics literature, it was noted that minority students benefited the most from collaborative learning. This statement suits our study. The students in
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.
The first reason listed by Jillian Mourning in her article is just that. Students are actively engaged in what they are doing when they are manipulating the technology to the desires of their teacher. A well designed lesson around the use of technology can use its inquisitive nature to help push student participation. Active engagement is what allows students to have their natural desires to know or learn something come from themselves. This internal drive will create lifelong learners and will lead to more engaging lessons in the future.
This study demonstrates a way of organizing the data, both quantitatively and qualitatively, to aid in forming conclusions about the ability of the service experience to enhance the learning of student participants. Additionally, the students are given “voice” through this research as their commentary unfolds to help others share in and learn from their experience. Such assessment is valuable to the faculty and administration when considering continuation of implementing service learning at the MIHC. The purpose of this study was to describe students’ experiences, attitudes, and learning outcomes associated with the implementation of this service-learning rotation related to three fundamental questions: Did the service-learning experience increase student awareness of the needs of elderly populations? Did the student possess professional growth as a result of the service-learning experience?
This allows the students to be productive with students of a different culture. Students performed math problems with students who may have learned certain things differently than them. This acknowledges the progress of students learning from each other and working as one. The mathematics teacher also provided his students every opportunity to ask questions and tackle any problem that they needed help with. The diversity of the group brings out different approaches to confront any math problem.
from tutors (Fung & Carr, 2000) as seen when, the format of such sessions deviated from students initial expectations in authors study conducted, students still rated the session highly as it was seen a”fruitful experience”. This is because as stated by Ogina and Mampane (2013) successful distance learning occurs, when there is contact between the tutor and the student, between the student and course material and active learning through interactions with other students. The importance of face-to-face sessions thus goes beyond bridging the gap between student and intuition, according to Beaudoin ( as cited in Ogina & Mampane ,2013) study material such as study guides, module worksheets are developed in such a way that the content and structure
220-221) to determine the relationship between student motivation and academic success the results showed that self-efficacy, task value, internal goals and effort were proximal to academic success. The study concluded that above-mentioned variables equipped students with the relevant tools to deal with setbacks, diversions and the ability to focus more, have more self-confidence when writing examinations and ultimately achieve better test results. Christiana (2009, p. 34) who investigated student academic achievement in relation to motivation concluded that both internal and external ways should be employed to motivate students in the quest for academic success and the roles of instructors and family are integral to this success. 2.3 Academic
When ELL students feel relaxed and comfortable, they are willing to take risks and have their guards down so the learning is more meaningful. Positive reinforcement (praise), students eager to participate, nice detailed feedback-these strategies collaborate with the Affective Filter Hypothesis where students are eager to participate because they feel comfortable. The positive reinforcement and detailed feedback reinforces the type of answers I’m looking for so other students can follow the lead when answering questions. These strategies make a student feel good about themselves because the feedback and praise are positive so students are willing to take risks with answering questions. Higher order thinking questions-this strategy assists ELL students with comprehending the concept at a deeper level, hence the opportunity to store information in their long term memory which can either be applied to new concepts or recalled when necessary.