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تفريغ كورس learning how to learn بالعربى

This paper is concerned with findings and results of recent experimentation in learning in music, and with studies in philosophy as they relate to aesthetics in music. Because the importance of music in the growth and development of the child has been underestimated, music educators are urged first, to utilize to the fullest extent the inherent values in music as a creative art; and second, to continuously reevaluate and analyze the status of music education in terms of related fields and developments. Without exhaustive inquiry into contemporary psychology, psychiatry, sociology, and related fields, music educators will not be able to answer such basic questions as: To what extent are we utilizing applicable contemporary findings from other vitally related areas of learning? What is the relationship of these findings to learning in music? Some research findings relevant to learning music are summarized, and some new behavioral objectives are proposed based on some of the research studies. (CS)

This comprehensive replication model for a preschool bilingual education curriculum presents learning strategies in developed lesson plans encompassing English syntax, Spanish syntax, phono-visual skills, and auditory strand and content. Preceding the lesson plans the document provides a statement of educational philosophy composed of itemized lists of student, teacher, and parent rights and responsibilities; a curriculum design consisting of a Student Growth Chart and a Subject Growth Chart; and curriculum tasks accompanied by instructional hypotheses organized into three pedagogical formats (Open Structure, Contract, and Group). Also provided are daily a.m. and p.m. schedule forms, lists of outdoor and indoor choosing activities and art projects, and units of study for social living. The lesson plans for each subject area provide guidance to the teacher in organizing the class session as well as in teaching, testing, and reviewing the unit material. Itemized activities within the lesson units are accompanied by additional notes to assist the teacher in engaging children in learning activities. (MM)

A review of research on the subject of how students learn identifies various techniques that have been used successfully in facilitating learning; e.g., memorization, repetition, review. In discussing the differences between active and passive learning, it is pointed out that tactics used by good students include organizational strategies, summarizing, and creating analogies. It is suggested that to improve learning skills, students from their earliest years of schooling should be taught memory aids, highlighting, underlining and summarizing. (JD)

Presented at the IL-CTO TechCon 2008 Conference. Presentation slides can be viewed at http://www.slideshare.net/cchausis/web2techcon08-presentation

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps < 0.05). Over time, participants also demonstrated a significantly improved GPA (p < 0.0001). These results support the hypothesis that the SSC is an effective intervention, at least in the shortterm, for improving learning and motivational strategies in at risk students.

Numberblocks - How to Count | Back to School | Learn to Count | Learning Blocks

This booklet describes the ideas underpinning a learning to learn course, a course that teaches students what they need to learn to read and write in tertiary academic settings in Australia. An introduction explains how this approach to academic discourse draws on other approaches and also differs from them. Section 1 describes some forces shaping the new culture (academic discourse) that students are entering. Section 2 sketches a history of academic life to identify some key (competing) elements that make up academic discourse. It suggests that all these historical traces remain present in academic discourse and need to be taken into account in constructing a course intended to bridge students into academic discourse. Section 3 describes contemporary debates about academic discourse and, linked to this, how to introduce students to academic discourse. Section 4 shows how different approaches to the teaching of reading are associated with different educational goals. It describes how educators draw on these different approaches to the teaching of academic reading in the course and provide reasons for the way educators sequence reading activities in the course. Section 5 describes some writing activities students are introduced to in the course and positions the course's approach vis-a-vis other contemporary approaches to the teaching of writing. Section 6 provides a nine point summary of key ideas of the approach. (Contains a 64-item bibliography.) (YLB)

Based on a hypothetical situation in which second language learners must attain substantial skills in a very short time, the paper recommends intensive training not in the language itself, but in skills and strategies for learning the language. This requires achieving self-directed learning skills to: create a climate maximizing learning; identify one's own learning needs; draw realistic learning objectives from the learning needs; plan learning activities that effectively uses learning resources; locate relevant resources; carry out the learning plan; and self-monitor the learning process using appropriate measures and criteria. Each of these elements/steps in the self-directed learning process is detailed and illustrated with the case of a young woman deciding to learn Japanese on her own, for business purposes. Then the self-directed learning concept is applied to the college language curriculum, with discussion of the adjustments that must be made to accommodate the varied student population, introductory course content, and time restrictions of college instruction. Barriers to achieving self-directed learning in college language instruction are examined briefly, including logistical restrictions and learner and teacher characteristics and attitudes. A number of techniques to promote autonomous language learning are described. Contains 47 references. (MSE)

Research on the learning disabilities of adolescents and young adults and the findings on metacognitive development and its impact on academic learning provide a framework for the design and development of a secondary school curriculum foundation program for college bound learning disabled students. The major practical implications of the research on learning disabled secondary and postsecondary students are that many of these students frequently exhibit skill deficits in reading, related study strategies such as comprehension monitoring, notetaking, summarizing, outlining, and scanning, and that these students can be supported in a regular academic curriculum by teaching specific learning strategies that will help them meet the academic demands of secondary and postsecondary classrooms. The major practical implication of the research on metacognitive development is that students must be taught the factors involved in learning from text and how those factors interact to influence learner outcomes. General comprehension and specific study strategies as well as instruction related to learner characteristics should be components in instruction designed for learning disabled students. A 42-item reference list is appended. (Author/CB)

48 pages : 17 x 23 cm

48 pages : 17 x 23 cm

302 p. ; 21 cm

302 p. ; 21 cm

Luke's ENGLISH Podcast - Learn British English with Luke Thompson

Luke's ENGLISH Podcast - Learn British English with Luke Thompson

Barbara Oakley is a professor of engineering at Oakland University in Rochester, Michigan. She has received many awards for her teaching, including the coveted National Science Foundation New Century Scholar Award.

STEM instruction often uses visual representations. To benefit from these, students need to understand how representations show domain-relevant concepts. Yet, this is difficult for students. Prior research shows that physical representations (objects that students manipulate by hand) and virtual representations (objects on a computer screen that students manipulate via mouse and keyboard) have complementary advantages for conceptual learning. However, physical and virtual representations are often embedded into different social classroom contexts, which may affect social mechanisms through which students construct connections between concepts and representations. Therefore, this paper focuses on the social events that precede concept-representation connections. Twelve high-school students worked collaboratively with physical and virtual representations of chemistry. Frequent pattern mining of discourse data was used to identify social events that often preceded concept-representation connections. Qualitative analysis investigated social mechanisms through which these events may enhance concept-representation connections. Results show that students construct concept-representation connections incrementally. Further, meta-cognitive strategies and instructor prompts often preceded concept-representation connections. Finally, differences between physical and virtual representations were mainly due to different social supports being available in the context in which the representations were embedded. I discuss contributions to literature on learning with multiple representations and to interventions that blend representation modes.

By en.FrenchPDF.com

By en.FrenchPDF.com

Students' individual learning strategies have been identified as important skills in order to succeed in school as well as important for lifelong learning. The Swedish steering documents are permeated by an epistemological and a methodological variation based on the individual student's learning. Learning how to learn has been identified by the EU as one of eight key competences. There is not much research on elementary school students and meta-learning. This study is therefore aimed to examine these students' own perceptions of their learning, and compare how student think that they learn to their learning styles preferences according to the learning styles assessment Learning Styles Inventory (LSI). The theoretical framework is based on previous Swedish research and Dunn's Learning Styles Model. A multi-method design was selected. After the LSI-test the students estimated their preferences. Finally, interviews were conducted with 15 students. When comparing students' learning styles profiles to their estimation of how they thought they learn, there was a clear discrepancy. The students estimated more preferences than was evident in the analysis. This applies above all to the perceptual strengths, and time of day. The smallest difference, however, was found in the environmental elements. The interviews showed that students have difficulties explaining how they learn. What the students pointed out, however, was their need to work in peace, learning by reading and working on the computer, and also varied learning environments. Their response on learning showed that they were building their insights on the school context and experience from there.

Otago Polytechnic Learning Centre offers free learning support services to enrolled students

In experiential learning, on-field experience needs to be processed consciously in order for learning to take place. Reflection plays a crucial role by providing a bridge between practical experience and conceptualization. Despite being a protected environment, university traineeship is a form of experiential learning that offers students a chance to learn from the fields and reflect on a possible future profession. In this paper we present and discuss a research project whose goal is the development of a methodology to educate trainees’ reflective thinking and writing

In experiential learning, on-field experience needs to be processed consciously in order for learning to take place. Reflection plays a crucial role by providing a bridge between practical experience and conceptualization. Despite being a protected environment, university traineeship is a form of experiential learning that offers students a chance to learn from the fields and reflect on a possible future profession. In this paper we present and discuss a research project whose goal is the development of a methodology to educate trainees’ reflective thinking and writing

In experiential learning, on-field experience needs to be processed consciously in order for learning to take place. Reflection plays a crucial role by providing a bridge between practical experience and conceptualization. Despite being a protected environment, university traineeship is a form of experiential learning that offers students a chance to learn from the fields and reflect on a possible future profession. In this paper we present and discuss a research project whose goal is the development of a methodology to educate trainees’ reflective thinking and writing

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 2 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This second volume focuses on the main areas of PROJECTS AND TRENDS and ORGANIZATIONAL ISSUES.

This text tries to explain what students need to learn to read and write in tertiary academic settings in Australia and to suggest some ways of teaching them. An introduction maps out what this text contains and summarizes the main features of the approach used to teach adults how to read and write academic discourse. The next section describes the 6 themes containing the 21 units of the return to study course grouped under these themes. These themes and units are written to help an imaginary teacher teach the course. Each theme is related to the one before it and builds on it. At the beginning of each theme, an introduction explains why the issues in the theme are focused on. Within each theme, a unit may contain outline, main ideas, activity guide, followup activities, student handouts, teacher reflections, and overhead transparencies. The themes (and number of units) are as follows: reading academic discourse: discerning patterns in text (4 units); expository writing: representing a domain of reality (3); learning about universities (3); argumentative writing: participating in a community of inquiry (6); stylistics: shaping your meanings (3); and so what: reflections on academic discourse. A 64-item bibliography is appended. (YLB)

This paper describes a project in which faculty collaborated with two agencies to facilitate student learning about communication with elders. Data on student learning was collected via survey, focus groups, and reflective writing. Survey results showed that the five most important benefits students rated themselves as gaining from the service-learning experience were volunteering to help others, improving oral communication skills, helping others, developing new skills, and developing awareness of social problems. Themes derived from focus group interviews were "you learn how to act" and "a different dimension of a person." Analysis of data revealed that service-learning helps beginning nursing students improve oral communication skills with elders, develop sensitivity to aging issues, and make the transition to a clinical course focused on aging.

Two studies were undertaken within the framework of learning set or learning-how-to-learn methodology, with comparable sets of stimuli which varied from trial to trial rather than remaining constant. Two randomly assigned groups of tenth grade students used a different four-word set of difficult vocabulary items each day for 15 days. Time taken for the exercise and an achievement score provided two dependent variables. Two instructional methods were used: matching words to synonyms, and reading and rewriting definitions. In the first study students worked with one method for ten days, switched to the other for three and returned to the original for two. In the second study, students used the same method throughout. Results, illustrated by graphs, showed that students performed better in terms of achievement and time as practice continued. The synonym method appeared to be the more interesting, though not necessarily the better, of the two and provided immediate feedback to the student. Study 1 proved to be biased against the definition group, and the achievement test was changed in Study 2 to a sentence completion approach to be fair to both groups. The exploration of a wider variety of criteria is recommended for future studies. (MBM)

This booklet describes the offerings of the Noordelijke Hogeschool Leeuwarden, a large institute of higher education (a polytechnic) in the north of The Netherlands. Special emphasis is placed on the social studies teacher training programs and the social studies general and applied programs. Blending the definition of the social studies of the National Council for the Social Studies with the Dutch tradition and educational mission of the College of Education, a unique perspective of the social studies is created for the student. "Learning How To Earn" forms the core concept of the design of the social studies curriculum with special emphasis on professionalism, society, and the future. (EH)

The effectiveness of work-based learning (WBL) was examined in an exploratory study of WBL in three different programs in Los Angeles: a transportation career academy (TCAP), medical magnet high school (MMHS), and school-based enterprise (SBE). Data were collected from the following sources: surveys examining students' WBL experience; interviews with teachers, mentors, employers, and others associated with the programs; observations of the students at work; and in-depth student interviews. The SBE gave the most latitude to students with respect to choosing work tasks and even work times, whereas work at the other two sites was more closely monitored and scheduled. The MMHS and TCAP incorporated formal evaluation procedures between the worksite and the school. Training for the TCAP students followed a "show and tell" model, whereas the MMHS students were apprentices in a university science laboratory where teaching was embedded in nearly every activity. The SBE used a talented mentor pool, outside conferences, free advice from experts, and opportunities to practice in a fail-safe environment. No site developed students' problem-solving skills around substantive, technical matters. The TCAP and MMHS programs had explicit career awareness or exploration goals. All three sites incorporated structural features for connecting school and work. (Contains 58 references.) (MN)

The effectiveness of work-based learning (WBL) was examined in an exploratory study of WBL in three different programs in Los Angeles: a transportation career academy (TCAP), medical magnet high school (MMHS), and school-based enterprise (SBE). Data were collected from the following sources: surveys examining students' WBL experience; interviews with teachers, mentors, employers, and others associated with the programs; observations of the students at work; and in-depth student interviews. The SBE gave the most latitude to students with respect to choosing work tasks and even work times, whereas work at the other two sites was more closely monitored and scheduled. The MMHS and TCAP incorporated formal evaluation procedures between the worksite and the school. Training for the TCAP students followed a "show and tell" model, whereas the MMHS students were apprentices in a university science laboratory where teaching was embedded in nearly every activity. The SBE used a talented mentor pool, outside conferences, free advice from experts, and opportunities to practice in a fail-safe environment. No site developed students' problem-solving skills around substantive, technical matters. The TCAP and MMHS programs had explicit career awareness or exploration goals. All three sites incorporated structural features for connecting school and work. (Contains 58 references.) (MN)

The effectiveness of work-based learning (WBL) was examined in an exploratory study of WBL in three different programs in Los Angeles: a transportation career academy (TCAP), medical magnet high school (MMHS), and school-based enterprise (SBE). Data were collected from the following sources: surveys examining students' WBL experience; interviews with teachers, mentors, employers, and others associated with the programs; observations of the students at work; and in-depth student interviews. The SBE gave the most latitude to students with respect to choosing work tasks and even work times, whereas work at the other two sites was more closely monitored and scheduled. The MMHS and TCAP incorporated formal evaluation procedures between the worksite and the school. Training for the TCAP students followed a "show and tell" model, whereas the MMHS students were apprentices in a university science laboratory where teaching was embedded in nearly every activity. The SBE used a talented mentor pool, outside conferences, free advice from experts, and opportunities to practice in a fail-safe environment. No site developed students' problem-solving skills around substantive, technical matters. The TCAP and MMHS programs had explicit career awareness or exploration goals. All three sites incorporated structural features for connecting school and work. (Contains 58 references.) (MN)

The effectiveness of work-based learning (WBL) was examined in an exploratory study of WBL in three different programs in Los Angeles: a transportation career academy (TCAP), medical magnet high school (MMHS), and school-based enterprise (SBE). Data were collected from the following sources: surveys examining students' WBL experience; interviews with teachers, mentors, employers, and others associated with the programs; observations of the students at work; and in-depth student interviews. The SBE gave the most latitude to students with respect to choosing work tasks and even work times, whereas work at the other two sites was more closely monitored and scheduled. The MMHS and TCAP incorporated formal evaluation procedures between the worksite and the school. Training for the TCAP students followed a "show and tell" model, whereas the MMHS students were apprentices in a university science laboratory where teaching was embedded in nearly every activity. The SBE used a talented mentor pool, outside conferences, free advice from experts, and opportunities to practice in a fail-safe environment. No site developed students' problem-solving skills around substantive, technical matters. The TCAP and MMHS programs had explicit career awareness or exploration goals. All three sites incorporated structural features for connecting school and work. (Contains 58 references.) (MN)

Pop quiz: How do you respond to stressful situations? @natalngo’s Safe Place is a classroom based psycho-educational platform meant to help children and youth learn and develop stress management and coping skills. Safe Place was originally designed to help Israeli children living in Israel’s southern conflict zones cope with high levels of stress due to ongoing security threats, but is useful in learning how to cope with stress. #stressawarenessmonth #worldhealthday

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples. Often, recall ability is poor and writing skills are inadequate. Several concepts derived from current theories and research in text processing can provide a guide for the improvement of instruction in both reading and writing for learning disabled secondary school students. The microstructure model of text comprehension allows students to transform sentences into their underlying microstructure propositions which express the surface structure information of the passage. Research on the skills involved in summarizing a text has shown that an important aspect of text processing involves the ability to identify main topics of the text and their interrelatedness. Another line of research has emphasized the central role of topic structure processing in reading and writing. Text structure or organization has been found to have a major role in the recognition and recall of main ideas in text. Research has also indicated that the recognition and use of objective textual cues to the relevant information in a text contributes to the identification of the important ideas and their interrelatedness. Instructional programs based on these concepts have the potential for improving both the comprehension and recall of expository material and the quality of expository writing for learning disabled secondary students, thus enhancing their opportunities for success in academic settings. A list of 31 references is appended. (CB)

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples. Often, recall ability is poor and writing skills are inadequate. Several concepts derived from current theories and research in text processing can provide a guide for the improvement of instruction in both reading and writing for learning disabled secondary school students. The microstructure model of text comprehension allows students to transform sentences into their underlying microstructure propositions which express the surface structure information of the passage. Research on the skills involved in summarizing a text has shown that an important aspect of text processing involves the ability to identify main topics of the text and their interrelatedness. Another line of research has emphasized the central role of topic structure processing in reading and writing. Text structure or organization has been found to have a major role in the recognition and recall of main ideas in text. Research has also indicated that the recognition and use of objective textual cues to the relevant information in a text contributes to the identification of the important ideas and their interrelatedness. Instructional programs based on these concepts have the potential for improving both the comprehension and recall of expository material and the quality of expository writing for learning disabled secondary students, thus enhancing their opportunities for success in academic settings. A list of 31 references is appended. (CB)

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples. Often, recall ability is poor and writing skills are inadequate. Several concepts derived from current theories and research in text processing can provide a guide for the improvement of instruction in both reading and writing for learning disabled secondary school students. The microstructure model of text comprehension allows students to transform sentences into their underlying microstructure propositions which express the surface structure information of the passage. Research on the skills involved in summarizing a text has shown that an important aspect of text processing involves the ability to identify main topics of the text and their interrelatedness. Another line of research has emphasized the central role of topic structure processing in reading and writing. Text structure or organization has been found to have a major role in the recognition and recall of main ideas in text. Research has also indicated that the recognition and use of objective textual cues to the relevant information in a text contributes to the identification of the important ideas and their interrelatedness. Instructional programs based on these concepts have the potential for improving both the comprehension and recall of expository material and the quality of expository writing for learning disabled secondary students, thus enhancing their opportunities for success in academic settings. A list of 31 references is appended. (CB)

A study adopted a sociocultural perspective to examine work-based learning (WBL) in different types of programs in Los Angeles that served similar populations of mostly minority students. The programs were a transportation career academy, a medical magnet high school, and a school-based enterprise. To understand workplaces as learning environments, the study attended to the social context for learning and working and examined certain characteristics of WBL. First, it focused on the social means by which tasks are initiated, accomplished, and processed, for this is when the process of education is set in motion. Second, it examined students' relationship to the existing community of practice in the work setting that is often responsible for learning and establishes important norms of behavior and performance standards in the workplace. Third, it studied the organization's own philosophy toward learning and training that can influence the types of learning opportunities provided to students. Fourth, it studied the connections between school and work that are meant to enhance students' learning. Analysis of workplaces as learning environments showed the social context varied markedly across the programs studied. Findings indicated the following: understanding the social context of work was important; schooling may undermine learning at work; WBL sites varied with respect to teaching strategies and expertise; and school and work were often only loosely connected and any connection was difficult to establish. (YLB)

A report examines the situation of adult education for immigrants and refugees in Australia. The first section situates the nation's immigration program within national economic development. The second section outlines the development of policy and programs relating to language and literacy education for migrants and refugees, and describes how policy and institutional approaches recognize diversity in the design and delivery of services. The third section summarizes research undertaken within the Adult Migrant English Program to identify groups of adult learners with special needs and the learning barriers that face them. These studies focus on how characteristics, expectations, and previous experiences of learning influence migrant learners' attempts to interpret and cope with the curriculum, teaching methods, resources, and tasks of the Australian language classroom. This section also details policies and practices developed to overcome these barriers and improve the effectiveness of learning. (Contains 56 references.) (MSE)

A report examines the situation of adult education for immigrants and refugees in Australia. The first section situates the nation's immigration program within national economic development. The second section outlines the development of policy and programs relating to language and literacy education for migrants and refugees, and describes how policy and institutional approaches recognize diversity in the design and delivery of services. The third section summarizes research undertaken within the Adult Migrant English Program to identify groups of adult learners with special needs and the learning barriers that face them. These studies focus on how characteristics, expectations, and previous experiences of learning influence migrant learners' attempts to interpret and cope with the curriculum, teaching methods, resources, and tasks of the Australian language classroom. This section also details policies and practices developed to overcome these barriers and improve the effectiveness of learning. (Contains 56 references.) (MSE)

A report examines the situation of adult education for immigrants and refugees in Australia. The first section situates the nation's immigration program within national economic development. The second section outlines the development of policy and programs relating to language and literacy education for migrants and refugees, and describes how policy and institutional approaches recognize diversity in the design and delivery of services. The third section summarizes research undertaken within the Adult Migrant English Program to identify groups of adult learners with special needs and the learning barriers that face them. These studies focus on how characteristics, expectations, and previous experiences of learning influence migrant learners' attempts to interpret and cope with the curriculum, teaching methods, resources, and tasks of the Australian language classroom. This section also details policies and practices developed to overcome these barriers and improve the effectiveness of learning. (Contains 56 references.) (MSE)

A report examines the situation of adult education for immigrants and refugees in Australia. The first section situates the nation's immigration program within national economic development. The second section outlines the development of policy and programs relating to language and literacy education for migrants and refugees, and describes how policy and institutional approaches recognize diversity in the design and delivery of services. The third section summarizes research undertaken within the Adult Migrant English Program to identify groups of adult learners with special needs and the learning barriers that face them. These studies focus on how characteristics, expectations, and previous experiences of learning influence migrant learners' attempts to interpret and cope with the curriculum, teaching methods, resources, and tasks of the Australian language classroom. This section also details policies and practices developed to overcome these barriers and improve the effectiveness of learning. (Contains 56 references.) (MSE)

A report examines the situation of adult education for immigrants and refugees in Australia. The first section situates the nation's immigration program within national economic development. The second section outlines the development of policy and programs relating to language and literacy education for migrants and refugees, and describes how policy and institutional approaches recognize diversity in the design and delivery of services. The third section summarizes research undertaken within the Adult Migrant English Program to identify groups of adult learners with special needs and the learning barriers that face them. These studies focus on how characteristics, expectations, and previous experiences of learning influence migrant learners' attempts to interpret and cope with the curriculum, teaching methods, resources, and tasks of the Australian language classroom. This section also details policies and practices developed to overcome these barriers and improve the effectiveness of learning. (Contains 56 references.) (MSE)

How Do You Think? How Do To Learn? Learning Theories and the Learner dumped with WikiTeam tools.

The concept "learning to learn" assumes that teachers help students develop study skills and that students are encouraged to use higher order cognitive strategies. Fifty-four teachers of Dutch and mathematics in five secondary schools in Flemish Belgium were interviewed regarding their subjective interpretations of "learning to learn" and how they implemented it in their classrooms. Data from interviews with 51 teachers were used. Data analysis showed that 22 teachers used "learning to learn" in a supportive mode as a means to obtain better student results, and they tended to limit their instruction to tips and advice in advance of exams or tests. Fourteen teachers used learning to learn in a remedial mode, as a means to solve problems as they occurred. Both of these groups of teachers viewed students are passive participants in their education; they did not consider teaching students how to learn as part of their task. Only 15 teachers used learning to learn in a developmental mode and endeavored to help students develop attitudes and skills that are important outside the classroom context, as well. A preliminary conclusion was that teachers' views of "learning to learn" are related to the way schools and curriculum requirements view the concept. (Contains 48 references.) (JLS)

302 p. ; 23 cm

Includes bibliographical references

Includes bibliographical references

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