Metacognitive Strategies: Do They Improve Student Learning? (Spoiler: Sometimes!)
|
|
|
- Jennifer Fox
- 7 years ago
- Views:
Transcription
1 Metacognitive Strategies: Do They Improve Student Learning? (Spoiler: Sometimes!) Metacognition FIG Group: Gretel Guest, Olga Hogrefe, Lori Khan, Scott Stauble, Dorothy Wood
2 How did this Metacognition thing begin? > Science involvement in Southeast Regional PULSE (Partnership for Undergraduate Life Sciences Education) > Developed a project to integrate metacognitive strategies into science courses > Dove-tailed well with FIG to show institutional support and keep us accountable beyond the PULSE meeting
3 That s EPIC!! (Engaging Pedagogies In Classrooms) : Metacognition as a Tool to Improve Science Learning Science Division, Durham Technical Community College J. Scott Stauble, Dorothy Wood, Gretel Guest, Lori Khan, Kara Battle, Kathy Zarilla Project Abstract and Description Students often report the grade they earned on an exam does not reflect the time and effort they spent studying for it. In an attempt to improve student performance, and link student preparation more closely with performance outcomes, we are undertaking a metacognitive course strategy as follows: After the first exam, metacognitive strategies were presented to the students Grades from the first exam were compared to those from the second exam to see if there was any improvement. Metacognitive strategies will continue to be emphasized throughout the semester. Final grade distributions from courses receiving metacognitive strategy support will be compared with distributions from classes lacking this focus to determine if the strategies improved overall student performance. At the end of the semester, students in courses actively employing metacognitive strategies will be asked to reflect on their perceptions of their learning. Student perception, correlated with actual grade improvement, will guide future implementation of metacognitive strategies. What is Metacognition? The ability to: Think about one s own thinking Be consciously aware of oneself as a problem solver Monitor, plan, and control one s mental processing Accurately judge one s level of learning Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp ). Hillsdale, NJ: Erlbaum. Process and Procedure Interested instructors within the Science Discipline agreed to add a lecture and/or activities on metacognition to their courses Students were presented with various metacognitive-related handouts at the beginning of the semester, but not much time was given to talking about metacognitive strategies Courses progressed as normal to Exam 1 After Exam 1 grades were posted, each participating instructor delivered a self-prepared presentation on metacognitive strategies, showing how they can help students succeed, based on information gathered from Saundra Yancey McGuire s presentations and materials. Students were explicitly encouraged to use metacognitive strategies to prepare for Exam 2 Grades from Exam 1 were compared to grades from Exam 2, and students who improved their grades significantly were asked to describe what, if any, metacognitive strategies were used. Examples of Materials Presented Early Results and Testimonials Was There Improvement? Microbiology Student General Biology Student First Exam: 82% First Exam: 62% Second Exam: 98% Second Exam: 87% Even though I studied hard for the first exam, I realized that it was not good enough. I asked myself the question: Am I reading just to get a good score or reading to understand and apply what I have learned in the future? Difficulties Encountered and Future Directions Difficulties: Days missed due to inclement weather had an adverse impact on Exam 2 grades, making comparison problematic, if not impossible. Material on Exam 2 in all courses studied was more difficult than material than Exam 1. A comparison of Exam 1 scores to the combined scores for all exams subsequent to the metacognitive strategy intervention may be more informative. Next Steps and Future of the Project: Have students complete end of course questionnaire about study habits/metacognitive strategies they found most effective. Tailor future classroom metacognition presentations to those strategies students found most effective. Engage more instructors at Durham Tech in teaching metacognitive strategies through presentations in our Teaching and Learning Center. I took [my teacher s] advice and made concept cards after each lecture. I was able to review the cards and these told me what I didn t know so I could review that [information] for the exam. The Southeast Regional PULSE (SERP) Network is supported by award from the National Science Foundation and support from the Howard Hughes Medical Institute.
4 What does this mean for you? > The best strategies! (by student report) > Scott Active Reading > Lori Summarizing/Paraphrasing > Olga Study Groups/Teaching Others > Gretel Self-Testing > Dorothy Bloom s Taxonomy/Scaffolding
5 So, what IS Metacognition?? > The ability to: > Think about one s own thinking > Be consciously aware of oneself as a problem solver > Monitor, plan, and control one s mental processing (e.g. Am I understanding this material, or just memorizing it? ) > Accurately judge one s level of learning Courtesy of Dr. Saundra McGuire
6 Dr. McGuire s Successes Robert, freshman chemistry student > 42, 100, 100, 100 A in course Michael, senior pre-med organic student > 30, 28, 80, 91 B in course Miriam, freshman calculus student 37.5, 83, 93 B in course
7 First Strategy: Reading Comprehension Anticipatory Sets! Knowing what to read FOR affects your comprehension of the material greatly! > Preview material before reading > Develop questions you expect the passage to answer > Read one paragraph at a time while stopping to paraphrase the information read
8 Spring 2015: Initial Strategies, Successes, and (mostly) Failures Strategy: > Give a minute lecture on metacognitive strategies to classes AFTER the first exam > Continue to encourage students to use metacognitive strategies while studying > Compare scores on first exams to those on second exams and look for improvements
9 Spring 2015: Initial Strategies, Successes, and (mostly) Failures Successes? Sadly, not so much > Despite positive feedback from students on meta strategies, none of the courses showed any noticeable improvement! > Weather issues (nearly two weeks of courses missed between Exam 1 and Exam 2) > In most courses, Exam 2 was more difficult than Exam 1 > Were we maybe not really targeting the strategy correctly?
10 Second Strategy: Summarizing/Paraphrasing > Students with the most success reported telling another person about what they learned in class daily > Explain a concept out-loud or to another person (teaching someone else) > Pair-share
11 Fall 2015: Changing the Strategy Targeting struggling students (C or lower on the first (or second for HS Biology) exam); Send s requesting a one-on-one meeting (some students responded); Made metacognition materials available (posted on Sakai and/or presented at the S. McGuire seminar at the TLC in October). Some students have shown improvement at the next exam.
12 Was Changing the Strategy Useful? Some students have shown improvement at the next exam. Strategy focus Many students who improved their performance studied with a classmate or joined a larger study group and/or spent more tine solving practice problems.
13 CHM130 General, Organic and Biochemistry discussion with the instructor metacognition seminar metacognition seminar Came for the learning strategies discussion (total): 9, improved: 3 Came for the metacognition seminar (total): 14, improved: 4 metacognition seminar, discussion with the instructor metacognition seminar, discussion with the instructor
14 A Story of Two CHM130 Students (the last two from the previous graph) Exam 1 Exam 2 Exam 3 Exam 4 Class grade What did they do differently after they failed Exam 1 Student F B I used the technique we were taught in the seminar and I went to tutoring 1 to 2 days a week. I also studied 1 hour day no matter what. Me and a couple of students had a study group also. The technique: the one where you read the chapters and put it in your own words. And the other technique where you work out the problems and check it to make sure it is right. Student R C I joined a study group. We taught each other.
15 Middle College Honors Biology came for tutoring and advice on learning strategies A Metacognition talk was given to the whole class
16 BIO 275 Microbiology paraphrased the notes; did more practice questions made more concept maps studied with another student practiced the intense study cycle online tutorial modules and practice questions in preparation for Exam2 made flow charts; read three slides at a time, then stopped and summarized; studied with a classmate became a more active learner (instead of absorbing the material passively) Students who changed their academic behavior (includes the use of metacognitive learning strategies. Metacognition materials were made available to the whole class, students were encouraged to use them. The instructor had a one-on-one conversation with students who got <60% on Exam 1
17 BIO 111 General Biology I discussion with the instructor Came for the discussion (total): 8, improved: 7
18 For Whom Did the New Strategy Work? BIO 275: almost everybody (7 out of 8). BIO 111: B and C students (they not only used the strategies, but also changed their academic behavior ). CHM 130: about one-third of the students. The most drastic improvement for two D students (they came to the metacognition seminar and then used suggested techniques the most aggressively). High School Honors Biology: almost everybody (7 out of 8)
19 Third Strategy: Study Groups/Teaching Others Words of wisdom from Chm130 students themselves If you can meet with other classmates to compare notes. It helps with other ways to understand material. Network with classmates. Find a study partner (more than one comment of this type).
20 Reflections on the FIG > Positive feedback from students > Plans to continue using meta strategies > Despite setbacks, if we can help just one student, then it is worth it! > Spreading the joy
21 Fourth Strategy: Self-Testing Strategies How to self test using the instructor s powerpoint slides: Why rewrite this? Why reorganize this? I ll just look this over I m sure I ll remember it!
22 Fourth Strategy: Self-Testing Strategies Why rewrite this? Why reorganize this? I ll just look this over I m sure I ll remember it! Wrong! Print out your slides as a handout with 4 or 6 slides on a page. Use this as your study tool!
23 Define inorganic Define organic List 4 characteristics of inorganic molecules. List 4 characteristics of organic molecules. Give an example of a molecule that is organic and inorganic. Why is she talking about carbon? What is a valence electron? What is a hydrocarbon? List 3 characteristics of hydrocarbons. Give some examples of hydrocarbons.
24 Next do some verbal rehearsal! 1) Ask yourself one of your questions while covering up the slide. 2) Got it right? Move on! 3) Got is wrong? Study, and try again until you speak the correct answer out loud. 4) Now you know what you know!
25 Applications to Other Classes > Metacognition is not just for Science AT ALL! > Meta strategies help overcome learned helplessness ( I m just not good at!! ) > Student is a thinking, problem-solving being active, not passive!
26 Fourth Strategy: Bloom s Taxonomy/Scaffolding To counter learned helplessness, build student confidence gradually within the work week
27 Exams and assignments assess critical thinking skills and understanding of higher-level concepts Formative assessments; introduce vocabulary and basic concepts Post-class quizzes; assess understanding and begin application of knowledge
28 Wrapping it Up > It s about students becoming ACTIVE learners > Take a moment is there anything that you think you could use in your classes?
29 Thank you!
Developing Critical Thinking Skills Saundra Yancy McGuire. Slide 1 TutorLingo On Demand Tutor Training Videos
Developing Critical Thinking Skills Saundra Yancy McGuire Slide 1 TutorLingo On Demand Tutor Training Videos To view Closed Captioning, click on the Notes tab to the left. For screen reader accessible
When I think about using an advanced scientific or graphing calculator, I feel:
Slide 2.11, 2.14 & 3.2 MATH HISTORY QUESTION EXERCISE ONE My last math course was (course, year, and school): I would say that my experience in that course was: A math course I especially remember was:
Math: Study Skills, Note Taking Skills, And Test Taking Strategies
Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math Study Skill Active Study vs. Passive Study Be actively involved in managing the learning process, the mathematics and your study
Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
My Classroom Management Philosophy
My Classroom Management Philosophy I believe one of the hardest things for new teachers to build is their classroom management plan. I have seen many different types of classroom management plans throughout
CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND
STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS
Writing learning objectives
Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?
Study Guide for the Middle School Science Test
Study Guide for the Middle School Science Test A PUBLICATION OF ETS Copyright 2008 by Educational Testing Service EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, LISTENING., LEARNING., LEADING., and GRE,
What Have I Learned In This Class?
xxx Lesson 26 Learning Skills Review What Have I Learned In This Class? Overview: The Learning Skills review focuses on what a learner has learned during Learning Skills. More importantly this lesson gives
Lesson Design and Planning
Lesson Design and Planning In preparing for battle I have always found that plans are useless, but planning is indispensable. Dwight D. Eisenhower By: Bob Harrison Effective lesson design is approached
Study Guide for the Mathematics: Proofs, Models, and Problems, Part I, Test
Study Guide for the Mathematics: Proofs, Models, and Problems, Part I, Test A PUBLICATION OF ETS Table of Contents Study Guide for the Mathematics: Proofs, Models, and Problems, Part I, Test TABLE OF CONTENTS
CC2002 CREATIVE AND CRITICAL THINKING STUDENT
CC2002 CREATIVE AND CRITICAL THINKING STUDENT Reflective Learning Journal What is Reflective Learning Journal? Reflective journal is designed to help you think deeply about your learning, especially on
Study Guide for the Library Media Specialist Test Revised 2009
Study Guide for the Library Media Specialist Test Revised 2009 A PUBLICATION OF ETS Table of Contents Study Guide for the Library Media Specialist Test TABLE OF CONTENTS Chapter 1 Introduction to the Library
Arkansas State PIRC/ Center for Effective Parenting
Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
Planning a Class Session
Planning a Class Session A Guide for New Teachers by Diane M. Enerson Kathryn M. Plank R. Neill Johnson The Pennsylvania State University 301 Rider Building II University Park, PA 16802 www.schreyerinstitute.psu.edu
The Relationship between the Strategy of Knowledge Folders and Study Skills. Clara J. Heyder Virginia Beach City Public Schools
The Relationship between the Strategy of Knowledge Folders and Study Skills Clara J. Heyder Virginia Beach City Public Schools December 2008 2 Introduction Over the past several years, I have had students
Communication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
Strategies for Winning at Math. Student Success Workshop
Strategies for Winning at Math Student Success Workshop Just the Facts Poor performance in math is NOT due to a lack of intelligence. The key to success in math is having the right approach to studying
Suggested Strategies for Student Engagement
Suggested Strategies for Student Engagement The following strategies were developed by the Health & Exercise Science Division to align with the research-based conference of the Community College Survey
Reading and Taking Notes on Scholarly Journal Articles
Reading and Taking Notes on Scholarly Journal Articles Set aside enough time in your schedule to read material thoroughly and repeatedly, until you understand what the author is studying, arguing, or discussing.
Metacognition. Complete the Metacognitive Awareness Inventory for a quick assessment to:
Metacognition Metacognition is essential to successful learning because it enables individuals to better manage their cognitive skills and to determine weaknesses that can be corrected by constructing
John Hattie Visible Learning Lab Faculty of Education University of Auckland New Zealand
The Power of Feedback John Hattie Visible Learning Lab Faculty of Education University of Auckland New Zealand What is feedback? Feedback is information provided by an agent (e.g., teacher, peer, book,
COS 160 - Course Assessment Student Responses
COS 160: Course Assessment Student Responses from Focus Group Sessions Spring 2005 Office of Academic Assessment University of Southern Maine Spring 2005 Introduction The Computer Science department was
How to Improve Reading Comprehension
How to Improve Reading Comprehension Daniel E. Himes, Ph.D. Virtual Learning Environment Solutions, Inc. July, 2007 Your reading comprehension program should implement a multiple-strategy approach using
When I first tried written assignments in my large-enrollment classes,
Calibrated Peer Review Essays Increase Student Confidence in Assessing Their Own Writing By Lauren Likkel The online writing software Calibrated Peer Review (CPR) is a useful tool for assigning writing
The Cambridge Program. For Board Examination System Schools
The Cambridge Program For Board Examination System Schools BES Lower Division BES Upper Division We are part of the University of Cambridge We are the world s largest provider of international education
Introduction to General Psychology Spring 2014 PSY 1101-03, 30013 Mon. & Wed.: 6-7:15
Introduction to General Psychology Spring 2014 PSY 1101-03, 30013 Mon. & Wed.: 6-7:15 Instructor: Jen Wallin-Ruschman Office Hours in Bowen 216: Mon., Wed., & Fri. 1-2; Mon. & Wed. 3:15-5; Tues. & Thur.
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
Principles of Data-Driven Instruction
Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan
How Can Teachers Teach Listening?
3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom
Sociology 5615 Teaching Sociology. Spring, 2012
Sociology 5615 Teaching Sociology Spring, 2012 Email address: steen@colorado.edu Office phone: 303-735-6658 Home phone: 303-449-3817 Professor Sara Steen Ketchum 205 Office hours: Wednesday 12-2 pm, or
Scarcity and Choices Grade One
Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources
MAKING FRIENDS WITH MATH
MAKING FRIENDS WITH MATH Workshop sponsored by: The Dr. Mack Gipson, Jr., Tutorial and Enrichment Center Presented by: Carole Overton, Director The Dr. Mack Gipson, Jr., Tutorial and Enrichment Center
This module introduces the use of informal career assessments and provides the student with an opportunity to use an interest and skills checklist.
Building Career Facilitation Skills Module 3: Informal Career Assessments Facilitator s Curriculum Time Required: 1 hour Summary and Rationale This module introduces the use of informal career assessments
Mental Health Role Plays
Mental Health Role Plays Goals: To discuss various mental health issues and mental illnesses. To discuss stigma, support and treatment options surrounding mental health issues and mental illnesses. Requirements:
Speech 120: Human Communication Spring 2015 Tentative Course Syllabus and Schedule
Speech 120: Human Communication Spring 2015 Tentative Course Syllabus and Schedule Instructor: Dewi Hokett Email: dhokett@palomar.edu Phone: 760-744-1150 x2794 Office: H 201 P Office Hours: Tue / Thurs.:
Study Guide for the Physical Education: Content and Design Test
Study Guide for the Physical Education: Content and Design Test A PUBLICATION OF ETS Copyright 2011 by Educational Testing Service. All rights reserved. ETS, the ETS logo, GRE, and LISTENING. LEARNING.
In the past decade, U.S. secondary schools have
Office of Research and Development RN-03, May 1998 Block Schedules and Student Performance on AP Examinations BACKGROUND In the past decade, U.S. secondary schools have introduced a variety of alternative
Department of Chemistry University of Colorado Denver Outcomes Assessment Plan. Department Overview:
Department of Chemistry University of Colorado Denver Outcomes Assessment Plan Department Overview: The Department of Chemistry offers both the B.S. and M.S. degrees in chemistry. Students at the B.S.
Using Think-Alouds to Improve Reading Comprehension Lesson Plan
Using Think-Alouds to Improve Reading Comprehension Lesson Plan Estimated Lesson Time: One class period Overview: Studies have shown that the think-aloud strategy improves comprehension on tests. Through
Study Guide for the Special Education: Core Knowledge Tests
Study Guide for the Special Education: Core Knowledge Tests A PUBLICATION OF ETS Table of Contents Study Guide for the Praxis Special Education: Core Knowledge Tests TABLE OF CONTENTS Chapter 1 Introduction
Mindset: The New Psychology of Success Carol S. Dweck, Ph.D.
Mindset: The New Psychology of Success Carol S. Dweck, Ph.D. Chapter 1: The Mindsets Chapter 1 presents the two different mindsets fixed and growth. Ms. Dweck reveals that she came upon the idea of researching
What qualities are employers looking for in teen workers? How can you prove your own skills?
Sell Yourself 4 Finding a job The BIG Idea What qualities are employers looking for in teen workers? How can you prove your own skills? AGENDA Approx. 45 minutes I. Warm Up: Employer Survey Review (15
Teaching Millennials how to Study Under the 21 st Century Sky
Pyrex Journal of Educational Research and Reviews Vol 2 (1) pp. 001-009 January, 2016 http:///pjerr Copyright 2016 Pyrex Journals Original Research Article Teaching Millennials how to Study Under the 21
BUILDING A BETTER MATH TUTOR SYSTEM WITH TABLET TECHNOLOGY
BUILDING A BETTER MATH TUTOR SYSTEM WITH TABLET TECHNOLOGY Aaron Wangberg 1, Nicole Anderson 2, Chris Malone 3, Beya Adamu 4, Kristin Bertram 5, Katie Uber 6 1 awangberg@winona.edu, 2 nanderson@winona.edu;
Student Investment Journal
Student Investment Journal my classroom economy Throughout the school year, you will track the progress of your investment portfolio in the My Classroom Economy investment simulator. In addition to recording
New York University Stern School of Business Undergraduate College
New York University Stern School of Business Undergraduate College Principles of Financial Accounting (ACCT-UB.0001.03) Fall 2013 M/W, 9:30 10:45 a.m., UC25 Table of Contents Instructor information.2 Teaching
Reflective Essay on Teaching Lucinda S. Baker
Reflective Essay on Teaching Lucinda S. Baker The purpose of this essay is to summarize the contents of my teaching portfolio, and also to reflect on what I've learned and how my approach to teaching has
xxx Lesson 19 how memory works and techniques to improve it, and (2) appreciate the importance of memory skills in education and in his or her life.
xxx Lesson 19 Memory Skills! Overview: This lesson provides a basic look at how our memory works and how it can be improved by using some simple techniques. Objectives: The objective of this lesson is
English Language Arts Targeted Tutoring Plan For Middle and High Schools. Lafayette Parish Schools
English Language Arts Targeted Tutoring Plan For Middle and High Schools Lafayette Parish Schools Developed in 2009-2010 Table of Contents Introduction........... 1 Research Findings.......... 2 Procedures
Understanding Types of Assessment Within an RTI Framework
Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at
International Undergraduates Classroom Experiences
International Undergraduates Classroom Experiences and Implications for Practitioners Mike Anderson, MELP Beth Isensee, ISSS Kate Martin, CTL 1 Discuss in Pairs How do you think international students
to Become a Better Reader and Thinker
1 How to Become a Better Reader and Thinker The chances are that you are not as good a reader as you should be to do well in college. If so, it s not surprising. You live in a culture where people watch
Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014
Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014 The contents of this manual were developed under a grant from the U.S. Department of Education. However, those contents
CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES
CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES By Thomas A. Angelo and K. Patricia Cross From Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Ed. Fifty Classroom Assessment Techniques are
What Faculty Learn Teaching Adults in Multiple Course Delivery Formats
What Faculty Learn Teaching Adults in Multiple Course Delivery Formats Karen Skibba, MA Instructional Design Specialist University of Wisconsin-Whitewater Doctoral Candidate University of Wisconsin-Milwaukee
Delta College English 112 Course Syllabus
Burhans 1 Delta College English 112 Course Syllabus Second-Year Composition Winter 2016 Section ENG 112 WN 119 Tuesdays & Thursdays 8:30 9:55 AM Classroom: DCMC 103 Instructor: Clint Burhans Office Hours:
Sub-question 6: What are student and faculty perceptions concerning their frequency of use of the DDP?
1 Sub-question 6: What are student and faculty perceptions concerning their frequency of use of the DDP? Data were gathered to describe this question from two of the three approaches. No data were gathered
Preventing bullying: a guide for teaching assistants. SEN and disability: developing effective anti-bullying practice
Preventing bullying: a guide for teaching assistants SEN and disability: developing effective anti-bullying practice Preventing bullying: a guide for teaching assistants 2 Introduction This guide is based
Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom Jeff G. Mehring
3 Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom Jeff G. Mehring Abstract This paper examines the theories behind vocabulary acquisition in second language learning
Motivated Strategies for Learning Questionnaire. Part A. Motivation
Motivated Strategies for Learning Questionnaire Part A. Motivation The following questions ask about your motivation for and attitudes about you continuing in or enrolling in an educational program. Remember
Action Steps for Setting Up a Successful Home Web Design Business
Action Steps for Setting Up a Successful Home Web Design Business In this document you'll find all of the action steps included in this course. As you are completing these action steps, please do not hesitate
Communication and Problem Solving
INSTRUCTOR S GUIDE Communication and Problem Solving First Edition, 2006 California Childcare Health Program Administered by the University of California, San Francisco School of Nursing, Department of
Counting Change and Changing Coins
Grade Two Counting Change and Changing Coins Content Standards Overview Students share the book The Penny Pot, by Stuart J. Murphy, to learn about choices, producers and consumers, and counting money.
Camosun College Biology Department Biology 080-01 Course Outline Fall, 2005.
Camosun College Biology Department Biology 080-01 Course Outline Fall, 2005. Instructor: Bruce Hardy Office: F324A Phone: Camosun: 370-3936. Home: 479-0803 (leave a message) Email: hardy@camosun.bc.ca
The Official Study Guide
The Praxis Series ebooks The Official Study Guide Middle School Mathematics Test Code: 5169 Study Topics Practice Questions Directly from the Test Makers Test-Taking Strategies www.ets.org/praxis Study
How to be Successful in Foundations of Physics I (PHYS 2305)
How to be Successful in Foundations of Physics I (PHYS 2305) Foundations of Physics I (PHYS 2305) is an introductory, weed-out class designed to challenge students in difficult science-based majors to
The sophomore Spanish class is team taught by two Spanish teachers during a one hour block. Each
Spanish Curriculum The Spanish curriculum is designed to create a knowledgeable traveler that is able to use the skills obtained in class both through language and culture. Students who complete the Spanish
COURSE OBJECTIVES COURSE FORMAT
NATIONAL UNIVERSITY OF SINGAPORE NUS Business School BMA 5406 Negotiations and Conflict Management Special Term 1, 11 May 20 Jun 2015 P1: Monday/Thursday, 6pm-9:30pm P2: Saturday, 8:30am-12pm, 1pm-4:30pm
What did I learn from participating in the career fair, and how did my presentation contribute to my classmates knowledge?
Career Fair Reflection 10 CAREERS The BIG Idea What did I learn from participating in the career fair, and how did my presentation contribute to my classmates knowledge? AGENDA Approx. 45 minutes I. Warm
Free MCAT Resources. Additional MCAT resources for sale from Next Step. MCAT 2015 Pre-Reqs Next Step Suggests:
Free MCAT Resources Next Step s Free MCAT Practice Bundle: If you are preparing for the MCAT then you need to sign up for this bundle. It includes our original half-length MCAT diagnostic exam as well
Thinking Skills. Lesson Plan. Introduction
xxx Lesson 18 Thinking Skills Overview: This lesson provides basic foundational information about two types of thinking skills: critical and creative. Students have used critical and creative skills each
Assessment That Promotes Learning John P. Lowe
Assessment That Promotes Learning John P. Lowe The teacher in an elementary school class is understood to have the capability of evaluating all of the students across a range of skills throughout the school
The Application Process
The Application Process Presented by: Brian Sowka 1 Some important notes before we begin The application process is a very long and painstaking process. It could be equated to taking a 3 credit course
Unit 2 Module 3: Generating Examples and Nonexamples
Unit 2 Module 3: Generating Examples and Nonexamples Section 1 Slide 1 Title Slide Welcome to the third module in the Vocabulary Instructional Routines unit, Generating Examples and Nonexamples. Slide
To answer the secondary question, if hands-on activities would increase student interest and comprehension, several hands-on activities were used:
1 The Effect of an Overarching Topic on Student Performance in Algebra II Christine Consoletti and David Collins J.E.B. Stuart High School Fairfax County (VA) Public Schools June 2003 Question Does an
Grade 8 English Language Arts 90 Reading and Responding, Lesson 9
GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and
South Plains College: General Course Syllabus
South Plains College: General Course Syllabus Department: Behavioral Sciences Discipline: Sociology Course Number: Sociology 1301 Course Name: Introduction to Sociology Credit: 3 Lecture: 3 Lab: 0 This
Self-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade
Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
3. Principles for teaching reading
3. Principles for teaching reading 1. Exploit the reader s background knowledge. A reader s background knowledge can influence reading comprehension (Carrell, 1983, Carrell and Connor, 1991). Background
Study Guide for the Music: Content Knowledge Test
Study Guide for the Music: Content Knowledge Test A PUBLICATION OF ETS Acknowledgements Educational Testing Service and The Praxis Series wish to extend special thanks to the following for helping with
Get the Most Out of Class
Get the Most Out of Class Academic Resource Center, tel: 684-5917 Class preparation is an essential element of studying for any course. The time you spend in class each week shouldn t be a time in which
Mission, Goals and Accomplishments. Effective Design and Implementation of Program Assessment Jeff Moore, Director UCF School of Performing Arts
Mission, Goals and Accomplishments Effective Design and Implementation of Program Assessment Jeff Moore, Director UCF School of Performing Arts It All Goes Together Teaching Celebrating Learning Reporting
Engaging Students Online
Engaging Students Online Professor William Pelz Herkimer County Community College State University of New York SUNY Learning Network ENGAGEMENT Why? / How? It s not that students can t pay attention, it
Student Evaluation of Teaching - Form SRT Form - Official End-of-Semester Evaluation of Teaching
University of Minnesota NSCI 4100 001 Fall 2012 01/10/2013 Number of questionnaires = 17 Page 1 of 2 Dr. McLoon was one of the best instructors I have ever had. He presented difficult material in an interesting
College Algebra Online Course Syllabus
VALENCIA COMMUNITY COLLEGE EAST CAMPUS MAC 1114 COLLEGE TRIGONOMETRY (ONLINE COURSE) SYLLABUS Term/Year: Spring 2009 CRN: 22607 Professor: Dr. Agatha Shaw Phone: (407) 582 2117 Office: 8-249 Student Engagement
INDEX OF LEARNING STYLES *
INDEX OF LEARNING STYLES * DIRECTIONS Enter your answers to every question on the ILS scoring sheet. Please choose only one answer for each question. If both a and b seem to apply to you, choose the one
Preparing and Revising for your GCSE Exams
Preparing and Revising for your GCSE Exams Preparing and Revising for GCSEs Page 2 Contents Introduction 3 Effective Learning and Revision 4 What you need to Revise 5 Revision Notes and Practice 6 Getting
Describe the action you took in this cycle.
Describe the action you took in this cycle. 1. The What s for Lunch? Unit Plan Cycle Two s unit plan (See Appendix E for specific learning activities) centered on a theme titled WHAT S FOR LUNCH? First
STEP 5: Giving Feedback
STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and
Teacher Evaluation Using the Danielson Framework 6. A Professional Portfolio: Artifact Party A. Using Artifacts to Help Determine Performance Levels
Teacher Evaluation Using the Danielson Framework 6. A Professional Portfolio: Artifact Party A. Using Artifacts to Help Determine Performance Levels Artifact Party Guidelines CHARLOTTE DANIELSON: Of course,
Speech-Language Pathology Study Guide
Speech-Language Pathology Study Guide A PUBLICATION OF ETS Table of Contents Study Guide for the Praxis Speech-Language Pathology Test TABLE OF CONTENTS Chapter 1 Introduction to the Speech-Language Pathology
Course Activities Ice-Breaker: Occurs during the first week of the course.
BSC4936: Critical Analysis of Biological Research, Fall 2015 Instructor Information William Spencer, PhD, Rosana Zenil-Ferguson, PhD Candidate Office hours: via Skype, phone, or W 5-6pm & Th 3:30-4:30PM
Study Guide for the Elementary Education: Content Knowledge Test
Study Guide for the Elementary Education: Content Knowledge Test A PUBLICATION OF ETS Copyright 2011 by Educational Testing Service. All rights reserved. ETS, the ETS logo, GRE, and LISTENING. LEARNING.
Hoping that a project comes out the way you want is not a PLAN!! This is true in life, in school and on the job.
Project management is the discipline of planning, organizing, securing and managing resources to bring about the successful completion of specific project goals and objectives. (Wikipedia) Hoping that
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
Subject Experience Survey Instrument Questions
Quality of Teaching and Learning - Subject Review Procedure SCHEDULE A Subject Experience Survey (SES) SCHEDULE Subject Experience Survey Instrument Questions The SES is structured so as to have a group
EMBRACING TECHNOLOGY TO ACHIEVE RESULTS WHAT IS LEARNSMART? HOW LEARNSMART BENEFITS EDUCATORS
McGraw-Hill LearnSmart Effectiveness Study Evaluating the adaptive learning tool s impact on pass and retention rates and instructional efficiencies at seven U.S. universities EMBRACING TECHNOLOGY TO ACHIEVE
Student Essays on NASA Project
Student Essays on NASA Project The trip to Washington D.C. for the Quarterbacks of Life program was enlightening for various reasons; it goes without saying that being able to visit the nation's capital,