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

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

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

Many of the problems encountered by learning disabled high school students in the transition from secondary to postsecondary education settings can be minimized if planning for transition occurs at high school entry. Transition planning for the college bound learning disabled student needs to include the design of a relevant high school curriculum based on the requisite entry level skills that have been identified as important for success in college settings. At the same time, curriculum referenced assessment procedures that focus on these skills need to be developed and implemented in order to link assessment results with instructional planning. Student progress with the curriculum or individualized education program (IEP) designed from the assessments must also be monitored and further adapted to the student's individual needs, if necessary. The curriculum or IEP must also be evaluated to determine followup needs for the student's successful transition to college. (Author/CB)

Many of the problems encountered by learning disabled high school students in the transition from secondary to postsecondary education settings can be minimized if planning for transition occurs at high school entry. Transition planning for the college bound learning disabled student needs to include the design of a relevant high school curriculum based on the requisite entry level skills that have been identified as important for success in college settings. At the same time, curriculum referenced assessment procedures that focus on these skills need to be developed and implemented in order to link assessment results with instructional planning. Student progress with the curriculum or individualized education program (IEP) designed from the assessments must also be monitored and further adapted to the student's individual needs, if necessary. The curriculum or IEP must also be evaluated to determine followup needs for the student's successful transition to college. (Author/CB)

Many of the problems encountered by learning disabled high school students in the transition from secondary to postsecondary education settings can be minimized if planning for transition occurs at high school entry. Transition planning for the college bound learning disabled student needs to include the design of a relevant high school curriculum based on the requisite entry level skills that have been identified as important for success in college settings. At the same time, curriculum referenced assessment procedures that focus on these skills need to be developed and implemented in order to link assessment results with instructional planning. Student progress with the curriculum or individualized education program (IEP) designed from the assessments must also be monitored and further adapted to the student's individual needs, if necessary. The curriculum or IEP must also be evaluated to determine followup needs for the student's successful transition to college. (Author/CB)

302 p. ; 21 cm

302 p. ; 23 cm

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

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)

This handbook was prepared for use in any classroom to aid the student in understanding how to become a better learner and how to learn meaningfully. This program is based on Ausubel's cognitive learning theory which places emphasis on the differences between meaningful learning and rote learning. To acquire knowledge meaningfully means that the learner must incorporate new knowledge into concepts the learner already has. The program is designed to extend, modify and elaborate these concepts, partly through providing instruction in new relationships among concepts that the student already has, and partly by providing new relevant concepts about learning. Included are: (1) the learning process, (2) the nature of knowledge, and (3) how to extract meaning from materials studied. Also included are instructions on how to make concept maps and the use of Gowins Knowledge "V". (Author/DS)

This handbook was prepared for use in any classroom to aid the student in understanding how to become a better learner and how to learn meaningfully. This program is based on Ausubel's cognitive learning theory which places emphasis on the differences between meaningful learning and rote learning. To acquire knowledge meaningfully means that the learner must incorporate new knowledge into concepts the learner already has. The program is designed to extend, modify and elaborate these concepts, partly through providing instruction in new relationships among concepts that the student already has, and partly by providing new relevant concepts about learning. Included are: (1) the learning process, (2) the nature of knowledge, and (3) how to extract meaning from materials studied. Also included are instructions on how to make concept maps and the use of Gowins Knowledge "V". (Author/DS)

Includes bibliographical references (p. 269-270) and index

تفريغ كورس learning how to learn بالعربى

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)

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)

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.

Unlimited Memory - How to Use Advanced Learning Strategies to Learn Faster, Remember More and be More Productive by Kevin Horsley

We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies undertaken by the tutor in the virtual sessions. The study suggests that bringing in professional experience, which is generally well accepted, appears to be irrelevant, or may show a modest impact on professional learning development. Specific expertise is necessary for tutors to be able to support the meaning making process and effectively help in-service teachers to move from the mere exchange of experiences towards the appropriation of the target concepts.

Incoming freshmen frequently struggle with the transition from high school to collegiate academics. This appears to be particularly evident in the sciences. Students often lack the self assessment skills and metacognition skills required to self-identify problems with their academic learning strategy. This does not allow them to diagnose and modify their learning strategies to allow them to be successful. Instructors often have little experience with such learning challenges and therefore may not be able to offer students appropriate learning strategy modifications. I present and assess a model for teaching learning strategies to students in an introductory biology course. This model presents specific techniques to assist students in accurate self assessment which then leads to recommendations for modifying their learning strategies. This model was used in an introductory biology course and students who attended these learning strategy workshops performed significantly better in the subsequent exam than students who did not attend a workshop. I present an outline of the workshop and learning strategy modifications and discuss the ramifications of incorporating learning strategy workshops on a broad scale for freshmen. (Contains 2 tables.)

This paper discusses how language teachers can teach students how to learn using several approaches to learning strategies. The first section describes current English language teaching in Japan. The second section discusses the theoretical background of learning strategies, looking at cognitive learning models, which emphasize learner's mental processes, and social-cognitive models, which investigate the roles of interaction between individuals and group processes in learning. The third section illustrates the learning strategies in the metacognitive model of strategic learning, focusing on the planning process, monitoring process, problem solving process, evaluating process, and strategies for memorization. The fourth section highlights practical suggestions for classroom application, looking at the selection of learning strategies, instructional framework, learning styles, and choice of instructional language. The fifth section presents a lesson plan for a high school student's first day of school. The paper concludes that once teachers succeed in teaching students to appreciate the effectiveness of strategies, students will be able to use them as powerful tools whenever they need to learn something, and eventually, they will become lifetime learners. (Contains 15 references.) (SM)

This paper discusses how language teachers can teach students how to learn using several approaches to learning strategies. The first section describes current English language teaching in Japan. The second section discusses the theoretical background of learning strategies, looking at cognitive learning models, which emphasize learner's mental processes, and social-cognitive models, which investigate the roles of interaction between individuals and group processes in learning. The third section illustrates the learning strategies in the metacognitive model of strategic learning, focusing on the planning process, monitoring process, problem solving process, evaluating process, and strategies for memorization. The fourth section highlights practical suggestions for classroom application, looking at the selection of learning strategies, instructional framework, learning styles, and choice of instructional language. The fifth section presents a lesson plan for a high school student's first day of school. The paper concludes that once teachers succeed in teaching students to appreciate the effectiveness of strategies, students will be able to use them as powerful tools whenever they need to learn something, and eventually, they will become lifetime learners. (Contains 15 references.) (SM)

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

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

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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 1 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 first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.

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 1 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 first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.

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 1 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 first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.

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)

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)

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)

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)

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)

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.

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 study introduced elementary school students to concept maps--visual representations of a learner's thought processes. Nine teachers with two classes each (kindergarten through fourth grades represented) were taught the terminology of the concept map and were asked to initiate a number of activities in generating concept maps with their children. The children's concept maps provided excellent opportunities for further direct instruction, were developmental, and appeared to be a viable heuristic even for young learners. Teachers reported better test scores, improved understanding of conceptual relations and patterns, and more cooperative class discussions--especially in the peer group mapping events. Children's concept maps became increasingly detailed and complex across grade levels. Second graders seemed to appreciate most fully the need for lists prior to mapping. Both second and third graders initiated concept mapping with the stories and nonfiction writing in which they were engaged, while fourth graders seemed less interested in the experiment though the maps seemed to help their general learning. Concept mapping better prepared the teachers to organize and present their subject matter and to see tangible improvement in children's learning and sharing of ideas in the classroom. (Samples of children's maps are included.) (JD)

A study introduced elementary school students to concept maps--visual representations of a learner's thought processes. Nine teachers with two classes each (kindergarten through fourth grades represented) were taught the terminology of the concept map and were asked to initiate a number of activities in generating concept maps with their children. The children's concept maps provided excellent opportunities for further direct instruction, were developmental, and appeared to be a viable heuristic even for young learners. Teachers reported better test scores, improved understanding of conceptual relations and patterns, and more cooperative class discussions--especially in the peer group mapping events. Children's concept maps became increasingly detailed and complex across grade levels. Second graders seemed to appreciate most fully the need for lists prior to mapping. Both second and third graders initiated concept mapping with the stories and nonfiction writing in which they were engaged, while fourth graders seemed less interested in the experiment though the maps seemed to help their general learning. Concept mapping better prepared the teachers to organize and present their subject matter and to see tangible improvement in children's learning and sharing of ideas in the classroom. (Samples of children's maps are included.) (JD)

If you are just starting out learning Morse code, and have recently got on the air with CW, there is a new course you may be interested in. Glenn W4YES offers a Morse code course that assists the student using "Instant Character Recognition" techniques.Glenn and one of his former students, Teri KO4WFP talk about their new course and what it has to offer you!CW Innovations Website: https://cwinnovations.netJoin us as we talk about how YOU can learn Morse code with instant character recognition in this episode of the All Portable Discussion Zone \"AP/DZ\". Every aspect of Portable Ops is explored in this biweekly live stream as we discuss news, gear, achievements, the workbench, contests, awards and more - find all Portable Ops related topics here.Join this channel and become a Premium Member for early access, behind-the scenes-content, and exclusive chats https://www.youtube.com/channel/UCHriEQX4EK2b0QS7EgSvjmg/joinTwitter:Charlie NJ7V @NJ7V_Dan KC7MSU @KC7MSUBrian W7JET @BBW7JETHelp support this channel - buy us a Coke: https://www.buymeacoffee.com/RedSummitRFRed Summit RF Amazon Storefront: https://www.amazon.com/shop/redsummitrf#APDZ #POTA #PortableOps #HamRadio #SOTA #CW #MorseCode

If you are just starting out learning Morse code, and have recently got on the air with CW, there is a new course you may be interested in. Glenn W4YES offers a Morse code course that assists the student using "Instant Character Recognition" techniques.Glenn and one of his former students, Teri KO4WFP talk about their new course and what it has to offer you!CW Innovations Website: https://cwinnovations.netJoin us as we talk about how YOU can learn Morse code with instant character recognition in this episode of the All Portable Discussion Zone \"AP/DZ\". Every aspect of Portable Ops is explored in this biweekly live stream as we discuss news, gear, achievements, the workbench, contests, awards and more - find all Portable Ops related topics here.Join this channel and become a Premium Member for early access, behind-the scenes-content, and exclusive chats https://www.youtube.com/channel/UCHriEQX4EK2b0QS7EgSvjmg/joinTwitter:Charlie NJ7V @NJ7V_Dan KC7MSU @KC7MSUBrian W7JET @BBW7JETHelp support this channel - buy us a Coke: https://www.buymeacoffee.com/RedSummitRFRed Summit RF Amazon Storefront: https://www.amazon.com/shop/redsummitrf#APDZ #POTA #PortableOps #HamRadio #SOTA #CW #MorseCode

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)

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.

By en.FrenchPDF.com

By en.FrenchPDF.com

how to learn

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