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20100226 web2 world_studentlearningstrategies
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20100226 web2 world_studentlearningstrategies

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20100226 web2 world_studentlearningstrategies Document Transcript

  • 1. Web 2.0 World<br />This information is designed to provide teachers with a directory of free web tools along with some suggestions as to how they may be used. This week’s topic is: Student Acquisition of Learning Strategies!<br />Working in a school division offers the opportunity for most staff, to assist students in acquiring and integrating new knowledge. In order to do this, students need to activate their background knowledge and connect new information to create linkages between old and new outcomes. Below are some categories of instructional strategies that will assist in this endeavor:<br />Cues, Questions and Advance Organizers focus on enhancing a students’ ability to retrieve, use and organize information about a topic. Further notes are found at http://slitech.wikispaces.com/chapter4.<br />Nonlinguistic Representation enhances students’ ability to use mental images to represent and elaborate on knowledge. If this interests you, please delve into the webpage http://slitech.wikispaces.com/chapter5.<br />Summarizing and Note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form. Check it out at http://slitech.wikispaces.com/chapter6.<br />
    • Cooperative Learning focuses on having students interact with each other in groups in ways that enhance their learning. More found at http://slitech.wikispaces.com/chapter7
    • 2. Reinforcing Effort assists students in achieving success or maintaining it. It is one of the most important factors in achievement of any learning. Strategies related to effort are at http://slitech.wikispaces.com/chapter8.
    If you would like more information on the above strategies, please speak with your Administrator as they have a copy of the Using Technology with Classroom Instruction that Works which has in-depth explanations and examples for classroom use.<br />