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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)

180 p. 23 cm

Reported is a research project which investigated whether junior high students in the Ithaca, New York, area can acquire and use the "concept mapping" and "Gowin's 'V' mapping" strategies to facilitate meaningful learning. Concept mapping involves the identification, hierarchical organization, and graphic depiction of relationships among concepts in a body of study material. These procedures are consistent with Ausubel's theory of meaningful learning. The second learning strategy involves recognizing that all knowledge in the sciences is constructed by using records and record transforming procedures which are guided by the concepts, principles and theories that people employ. Gowin's "V" is a heuristic device that students use to graphically illustrate the interplay between the methodological and conceptual elements of each episode of knowledge-making, such as a laboratory investigation. Although many project activities centered on implementation of the two learning strategies, the positive cognitive and affective data lend support to the effectiveness of this "learning how to learn" project. Included in the appendix are the teacher's handbook and samples of student-constructed concept maps and "V" maps. (Author/WB)

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)

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)

This document is a tentative effort to lay out some of the components and implications of the "learning how to learn" concept. It is intended to be used in theory building and practical applications in the realm of adult education. Four chapters are included: The Concept (with the subheadings Concerning Terminology, The Learner's Needs, Some Special Contexts); Group Learning (with the subheadings Advantages of Group Learning, How to Use a Teacher, The Laboratory Method, Bradford's Theory and Model, The Indiana Plan and Participation Training, Community Development); Self-Directed Learning and Learning Style (with subheadings of Some Competencies, Learning from Experience Learning Style, Cognitive Style); and Training and Research (with subheadings of Three Programming and Learning Modes, Sources of Training, Training Guidelines and Observations, Differentiating Training Needs, Some Research Implications). A 48-item annotated bibliography is appended. (WL)

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

The purpose of this study was to develop a survey instrument that could be used to determine the degree to which faculty members perceive themselves to have knowledge and skills that they can use to help their adult students learn how to learn. Informal surveys of students at the Anderson Adult Education Center in South Carolina, which has a high dropout rate, indicated that students dropped out primarily because they found the subjects that they studied uninteresting and unhelpful. The center's director, however, believed that a large part of the problem was due to learning difficulties or a lack of "learning how to learn" knowledge and skills on the part of these students, and this idea led to the development of a survey instrument constructed to identify perceived strengths and weaknesses of the center faculty as regards their ability to model and teach their adult students the art and science of learning. Steps in the process included the following: a literature review that revealed that students need "learning how to learn" skills more than ever; creation of a draft of a survey instrument and its review by a panel of experts; sampling of the instrument with some faculty groups; and creation of the final version of the survey. The completed instrument is expected to be administered to all 16 faculty members of the center as soon as feasible and the results used to create a training program to meet their perceived needs as they go about educating their adult students. (The report includes the survey form and 47 references.) (KC)

Students in higher education are being taught pedagogically. Moreover, pedagogy has long persisted as the basis for the entire educational system. Education is, however, discovering that adults learn differently than children learn even though they have been taught as children were taught. Students tend to behave dependently when they are in a structured, pedagogical educational setting. This dependent behavior may be because these learners do not know how to learn, they only know how to be taught. In pedagogy, the instructor is in charge and held entirely responsible for all learning: what is to be taught, how it is to be taught, when it is to be taught, how it is to be measured, etc. Adult students need to be taught how to learn in order to become life-long, autonomous learners. Research demonstrates that adult students being taught andragogically become engaged in the learning process. They are ready for learning, learn more, experience more meaningful learning, and enjoy learning. This paper presents a six point plan for promoting engagement for students in the college classroom: create a safe environment for learning; ask students what they need to know; explain why students are learning certain concepts, theories, skills, etc.; provide real-life learning opportunities; offer opportunities for collegial collaboration; and have students evaluate their own learning. Collaboration between educators on the six points will also increase the likelihood of engaging students. Student engagement leads to improved retention and ultimately to student success.

This paper describes the design of a major development and research project within the Teaching and Learning Research Programme in the United Kingdom. It outlines the project's aims to enhance teaching and learning in schools through innovative practice at classroom and school level and through networking. It describes the assumptions and principles on which the design of the study was based and how the overall plan for research evolved. This account is located within debates about research quality, which are current in both the United States and the United Kingdom, and specifically in discussions of issues surrounding research capacity building. It concludes that this complex intervention study as a variant of the "design experiment" and offers opportunities for deepening research capacity by knowledge creation and dissemination both within and beyond the research team. (Contains 2 figures and 28 references.) (Author/SLD)

This paper describes the design of a major development and research project within the Teaching and Learning Research Programme in the United Kingdom. It outlines the project's aims to enhance teaching and learning in schools through innovative practice at classroom and school level and through networking. It describes the assumptions and principles on which the design of the study was based and how the overall plan for research evolved. This account is located within debates about research quality, which are current in both the United States and the United Kingdom, and specifically in discussions of issues surrounding research capacity building. It concludes that this complex intervention study as a variant of the "design experiment" and offers opportunities for deepening research capacity by knowledge creation and dissemination both within and beyond the research team. (Contains 2 figures and 28 references.) (Author/SLD)

Ollendorf Method for learning Latin in six months. Metodo novo para aprender a ler , escrever e falar latim em seis meses

Ollendorf Method for learning Latin in six months. Metodo novo para aprender a ler , escrever e falar latim em seis meses

Ollendorf Method for learning Latin in six months. Metodo novo para aprender a ler , escrever e falar latim em seis meses

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)

THE OBJECTIVES OF THIS STUDY WERE (1) TO IDENTIFY AND COMPARE THREE KINDS OF TRANSFER EFFECTS--AN EFFECT ASSOCIATED WITH CUE REPETITION, A LEARNING-TO-LEARN EFFECT, AND A WARM-UP EFFECT, AND (2) TO EVALUATE THE USEFULNESS OF CUE-RESPONSE CORRELATIONS IN EXPLAINING TRANSFER EFFECTS. THE STUDY WAS BASED ON THE DEFINITION OF TRANSFER EFFECTS AS CHANGES IN ABILITY TO DEAL WITH SITUATIONS NOT ENCOUNTERED DURING TRAINING. SUBJECTS WERE UNDERGRADUATE COLLEGE STUDENTS WHO WERE DIVIDED INTO SIX GROUPS. FOR HALF OF THE SAMPLE, THE TRAINING AND CRITERIA TASKS WERE SIMILAR. FOR THE OTHER HALF, THE TRAINING AND CRITERIA TASKS WERE QUITE DIFFERENT. FOR ONE GROUP FROM EACH HALF OF THE SAMPLE, THE RELEVANT AND IRRELEVANT CUES REMAINED THE SAME FOR ALL TASKS. FOR THE SECOND GROUP FROM EACH HALF, THE RELEVANT AND IRRELEVANT CUES WERE REVERSED ON THE CRITERION TASK. FOR THE REMAINING GROUPS, COMPLETELY NEW CUES WERE INTRODUCED DURING THE CRITERION TASK. A CONTROL GROUP PERFORMED ONLY THE CRITERION TASK. THE ENTIRE EXPERIMENT WAS CARRIED OUT TWICE, ONCE USING LARGE GROUP TESTING PROCEDURES AND ONCE WITH GROUPS OF EITHER SEVEN OR 14 AT A TIME. ERROR SCORES WERE USED AS A MEASURE OF RATE OF LEARNING. THE INVESTIGATOR ATTRIBUTED THE GREATEST TRANSFER EFFECT TO WARM-UP, AND THE NEXT LARGEST TO LEARNING-TO-LEARN EFFECTS. NO SIGNIFICANT EFFECT WAS FOUND FOR CUE REPETITION. SINGLE-TRIAL, CUE-RESPONSE CORRELATIONS (CRITERIALITIES) PROVED USEFUL IN INTERPRETING THE TEST RESULTS. THEY ALSO DEMONSTRATED THE PRESENCE OF CUE-SIMILARITY EFFECTS NOT DETECTABLE IN THE ERROR SCORES. (AL)

THE OBJECTIVES OF THIS STUDY WERE (1) TO IDENTIFY AND COMPARE THREE KINDS OF TRANSFER EFFECTS--AN EFFECT ASSOCIATED WITH CUE REPETITION, A LEARNING-TO-LEARN EFFECT, AND A WARM-UP EFFECT, AND (2) TO EVALUATE THE USEFULNESS OF CUE-RESPONSE CORRELATIONS IN EXPLAINING TRANSFER EFFECTS. THE STUDY WAS BASED ON THE DEFINITION OF TRANSFER EFFECTS AS CHANGES IN ABILITY TO DEAL WITH SITUATIONS NOT ENCOUNTERED DURING TRAINING. SUBJECTS WERE UNDERGRADUATE COLLEGE STUDENTS WHO WERE DIVIDED INTO SIX GROUPS. FOR HALF OF THE SAMPLE, THE TRAINING AND CRITERIA TASKS WERE SIMILAR. FOR THE OTHER HALF, THE TRAINING AND CRITERIA TASKS WERE QUITE DIFFERENT. FOR ONE GROUP FROM EACH HALF OF THE SAMPLE, THE RELEVANT AND IRRELEVANT CUES REMAINED THE SAME FOR ALL TASKS. FOR THE SECOND GROUP FROM EACH HALF, THE RELEVANT AND IRRELEVANT CUES WERE REVERSED ON THE CRITERION TASK. FOR THE REMAINING GROUPS, COMPLETELY NEW CUES WERE INTRODUCED DURING THE CRITERION TASK. A CONTROL GROUP PERFORMED ONLY THE CRITERION TASK. THE ENTIRE EXPERIMENT WAS CARRIED OUT TWICE, ONCE USING LARGE GROUP TESTING PROCEDURES AND ONCE WITH GROUPS OF EITHER SEVEN OR 14 AT A TIME. ERROR SCORES WERE USED AS A MEASURE OF RATE OF LEARNING. THE INVESTIGATOR ATTRIBUTED THE GREATEST TRANSFER EFFECT TO WARM-UP, AND THE NEXT LARGEST TO LEARNING-TO-LEARN EFFECTS. NO SIGNIFICANT EFFECT WAS FOUND FOR CUE REPETITION. SINGLE-TRIAL, CUE-RESPONSE CORRELATIONS (CRITERIALITIES) PROVED USEFUL IN INTERPRETING THE TEST RESULTS. THEY ALSO DEMONSTRATED THE PRESENCE OF CUE-SIMILARITY EFFECTS NOT DETECTABLE IN THE ERROR SCORES. (AL)

THE OBJECTIVES OF THIS STUDY WERE (1) TO IDENTIFY AND COMPARE THREE KINDS OF TRANSFER EFFECTS--AN EFFECT ASSOCIATED WITH CUE REPETITION, A LEARNING-TO-LEARN EFFECT, AND A WARM-UP EFFECT, AND (2) TO EVALUATE THE USEFULNESS OF CUE-RESPONSE CORRELATIONS IN EXPLAINING TRANSFER EFFECTS. THE STUDY WAS BASED ON THE DEFINITION OF TRANSFER EFFECTS AS CHANGES IN ABILITY TO DEAL WITH SITUATIONS NOT ENCOUNTERED DURING TRAINING. SUBJECTS WERE UNDERGRADUATE COLLEGE STUDENTS WHO WERE DIVIDED INTO SIX GROUPS. FOR HALF OF THE SAMPLE, THE TRAINING AND CRITERIA TASKS WERE SIMILAR. FOR THE OTHER HALF, THE TRAINING AND CRITERIA TASKS WERE QUITE DIFFERENT. FOR ONE GROUP FROM EACH HALF OF THE SAMPLE, THE RELEVANT AND IRRELEVANT CUES REMAINED THE SAME FOR ALL TASKS. FOR THE SECOND GROUP FROM EACH HALF, THE RELEVANT AND IRRELEVANT CUES WERE REVERSED ON THE CRITERION TASK. FOR THE REMAINING GROUPS, COMPLETELY NEW CUES WERE INTRODUCED DURING THE CRITERION TASK. A CONTROL GROUP PERFORMED ONLY THE CRITERION TASK. THE ENTIRE EXPERIMENT WAS CARRIED OUT TWICE, ONCE USING LARGE GROUP TESTING PROCEDURES AND ONCE WITH GROUPS OF EITHER SEVEN OR 14 AT A TIME. ERROR SCORES WERE USED AS A MEASURE OF RATE OF LEARNING. THE INVESTIGATOR ATTRIBUTED THE GREATEST TRANSFER EFFECT TO WARM-UP, AND THE NEXT LARGEST TO LEARNING-TO-LEARN EFFECTS. NO SIGNIFICANT EFFECT WAS FOUND FOR CUE REPETITION. SINGLE-TRIAL, CUE-RESPONSE CORRELATIONS (CRITERIALITIES) PROVED USEFUL IN INTERPRETING THE TEST RESULTS. THEY ALSO DEMONSTRATED THE PRESENCE OF CUE-SIMILARITY EFFECTS NOT DETECTABLE IN THE ERROR SCORES. (AL)

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.

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.

Learning how to learn brain hacks that actually work

Learning how to learn brain hacks that actually work

Learning how to learn brain hacks that actually work

Learning how to learn brain hacks that actually work

Learning how to learn brain hacks that actually work

Learning how to learn brain hacks that actually work

Learning how to learn brain hacks that actually work

This conference presentation describes how students develop the cognitive processes through which they acquire knowledge from their classroom experiences. The data were taken from five studies of individual students' classroom experience and its relationship to the learning of curriculum content in typical science and social studies units in the upper elementary school. Data on classroom experience were obtained from simultaneous video-recordings, audio-recordings with individual microphones, and continuous observation of selected students. Data on student learning came from tests and interviews conducted before and after each unit and 12 months later. The resulting model of knowledge acquisition, which predicted with 80 percent success exactly which curriculum concepts and propositions each student learned and remembered 12 months later is described. The conditions of knowledge acquisition and the role of working memory in the sorting and organizing of experience are described. The paper then develops a theory of internalization from the work of Piaget, Vygotsky, and others, and examples of the classroom experiences of students are used to describe how students participate simultaneously in the public, semi-private, and private worlds of the classroom. Evidence for the private world is taken from individually recorded self-talk. Five activities/processes that are involved in acquiring knowledge from classroom experience are described both as simultaneously private processes and social activities. The transactional relationship between the enactment of these processes in the public, semi-private, and private worlds of students' experience provides the conditions for their internalization. Contains 59 references. (Author/KB)

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)

تفريغ كورس learning how to learn بالعربى

تفريغ كورس learning how to learn بالعربى

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

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

Looking to join one of the top MBA programs in the USA ? The Duke Fuqua MBA offers world-class teaching, leadership training, and a powerful alumni network. In this guide, discover admission tips, tuition details, scholarships, and career outcomes. Top MBA rankings worldwide Diverse and collaborative class profile Excellent career placement in consulting, finance, and tech Read the full guide here 👉 https://www.mim-essay.com/duke-fuqua-mba

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.

vii, 150 pages : 28 cm

vii, 150 pages : 28 cm

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

302 p. ; 23 cm

302 p. ; 23 cm

Includes bibliographical references

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

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

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.

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

National standards call for increased focus on meaningful teaching and learning that is developmentally appropriate and helps all students reach proficiency not only in basic skills but also in higher order thinking skills and real-world application of skills. Among recommendations for including real-world experiences into students' education is service-learning (SL). The paucity of research and mixed findings on academic outcomes from K-12 SL lead to an examination of opportunity-to-learn conditions and practices in 271 middle-level schools in 16 states involved in documenting school improvement to find out by whom and how SL was implemented. Although most teachers believed SL was essential to effective education, they used the strategies infrequently. Yet a group of teachers did use these strategies on a regular basis. SL was used more regularly by knowledgeable, experienced teachers with more professional knowledge of the national and state curriculum standards and the issues related to adolescent development. Questions for further research include the structural/organizational characteristics of the schools where the strategies of service-learning were used more frequently; the differences, if at all, in the school climate; and the types of decision-making opportunities available to these teachers. (Contains 7 tables of data, 2 figures, 3 endnotes, and 70 references.) (Author/BT)

National standards call for increased focus on meaningful teaching and learning that is developmentally appropriate and helps all students reach proficiency not only in basic skills but also in higher order thinking skills and real-world application of skills. Among recommendations for including real-world experiences into students' education is service-learning (SL). The paucity of research and mixed findings on academic outcomes from K-12 SL lead to an examination of opportunity-to-learn conditions and practices in 271 middle-level schools in 16 states involved in documenting school improvement to find out by whom and how SL was implemented. Although most teachers believed SL was essential to effective education, they used the strategies infrequently. Yet a group of teachers did use these strategies on a regular basis. SL was used more regularly by knowledgeable, experienced teachers with more professional knowledge of the national and state curriculum standards and the issues related to adolescent development. Questions for further research include the structural/organizational characteristics of the schools where the strategies of service-learning were used more frequently; the differences, if at all, in the school climate; and the types of decision-making opportunities available to these teachers. (Contains 7 tables of data, 2 figures, 3 endnotes, and 70 references.) (Author/BT)