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This document summarizes 10 effective learning techniques: elaborative interrogation, self-explanation, summarization, highlighting/underlining, keyword mnemonics, imagery for text, rereading, practice testing, distributed practice, and interleaved practice. For each technique, a brief overview is provided about how it works and its benefits for improving student learning outcomes based on evidence from cognitive and educational psychology research.
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The document discusses studying and speaking practice in Zoom. It provides instructions for audio settings in Zoom meetings and provides conversation prompts about school, including asking about name, location, classes, teachers and studying habits. Lists of classroom objects and sentences using new vocabulary words are also included.
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Universal Design is a way of teaching that aims to make all students experts learners by using different teaching and assessment methods to ensure students with disabilities or gifts understand the material. It has three key principles: providing multiple means of representation, action and expression, and engagement. Implementing Universal Design in classrooms means designing them to promote learning for all students through varied hands-on, electronic, audio, individual and group exercises and assessments that accommodate different learning styles.
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The document discusses a study that examined the effectiveness of an interactive game program on reading and listening skills for elementary school students in central Taiwan. The study involved participants from 6 grades who were divided into an experimental group that received interactive game instruction and a control group that received conventional instruction over 6 months. Both groups were given pre-tests and post-tests to measure reading and listening skills. The study aimed to determine if interactive game programs could facilitate learning in these areas.
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The document discusses studying and speaking practice in Zoom. It provides instructions for audio settings in Zoom meetings and provides conversation prompts about school, including asking about name, location, classes, teachers and studying habits. Lists of classroom objects and sentences using new vocabulary words are also included.
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This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
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This document discusses the structure and components of open distance learning (ODL) course materials. It begins by explaining how ODL materials differ from traditional textbooks in being specially designed for distance learning students. It then outlines the objectives of understanding how ODL materials differ from textbooks, learning the devices included in ODL materials, and listing the components of ODL materials. The document proceeds to describe the typical structure of ODL materials, including a wide range of embedded learning devices, relatively less text compared to devices, space for learner answers, and a generous layout. Finally, it provides examples of ODL course structures and unit contents to illustrate these concepts.
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The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
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This multimedia presentation examines the concept of Universal Design for Learning and its connection to brain research.
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The teacher wanted to increase the amount of English used in her classroom. She recorded her lessons and found that she used Bengali 50% of the time for classroom management, content explanation, and feedback. She then created a plan to reduce Bengali usage by preparing English expression flashcards. After several weeks of referring to the flashcards during lessons and recording herself again, she found that her use of Bengali had significantly decreased.
Action research
The teacher wanted to increase the amount of English used in her classroom. She recorded her lessons and found that she used Bengali 50% of the time for classroom management, content explanation, and feedback. She then created a plan to reduce Bengali usage by preparing English expression flashcards. After several weeks of using the cards, she reviewed recordings and found she had significantly reduced her use of Bengali.
Action research
The teacher wanted to increase the amount of English used in her classroom. She recorded her lessons and found that she used Bengali 50% of the time for classroom management, content explanation, and feedback. She then created a plan to reduce Bengali usage by preparing English expression flashcards. After several weeks of referring to the flashcards during lessons and recording her lessons, she found that her use of Bengali had reduced considerably.
Action research
The teacher wanted to increase the amount of English used in her classroom. She recorded her lessons and found that she used Bengali 50% of the time for classroom management, content explanation, and feedback. She then created a plan to reduce Bengali usage by preparing English expression flashcards. After several weeks of referring to the flashcards during lessons and recording her lessons, she found that her use of Bengali had reduced considerably.
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Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
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This document outlines discussions from session 1 of Discussion Group 7 at the 12th International Congress on Mathematics Education regarding lesson study and teacher professional development. The session addressed two key questions: 1) What are the key elements of lesson study that can help teachers gain mathematical knowledge for teaching? and 2) What are the key elements of lesson study that can help teachers develop expertise in teaching mathematics effectively? Panelists discussed how curriculum study, input from other teachers, and contributions from outside experts can help teachers gain mathematical knowledge. They also emphasized how developing research lessons, observing live lessons, and examining the entire teaching process allows teachers to reflect on and improve their practice. Creating and analyzing cognition tests was presented as another way lesson study supports teachers' mathematical learning
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This document discusses an action research study that aimed to improve students' reading skills through teaching effective reading strategies. The study involved 14 intermediate English students who were given presentations on strategies like predicting, visualizing, making connections, inferring, questioning, and summarizing over 4 weeks. Pre- and post-tests found that students' awareness and use of reading strategies improved, enhancing their reading comprehension. The author concludes the strategies were effective and should continue being integrated into the curriculum.
PLCs and student achievement
The document discusses professional learning communities (PLCs) and their impact on student achievement. The three big ideas of PLCs are to focus on learning, create a collaborative culture, and focus on results. PLCs positively impact student achievement when teachers expose and improve strengths and weaknesses by analyzing data, adjusting instruction, and collaborating using specific techniques and protocols. When implemented properly through a collaborative culture focused on learning and results, PLCs can help teachers overcome roadblocks and improve student outcomes.
How Cognitive Science Can Help You Through School
Study tips that are backed up by science (education, psychology, cognitive science) plus some personal advice that is not backed up by science. Yet.
The second half is about learning disabilities, with some specific to Carleton University.
Integrated Skills, Groupwork and Pairwork
The document discusses integrated skills teaching and group/pair work activities in the English language classroom. It begins by defining integrated skills as teaching the four language skills (listening, speaking, reading, writing) together by relating activities across multiple skills. Several approaches for achieving integration are described, along with examples of situations requiring integrated skills in daily life. The document then discusses implementing integrated skills teaching through general materials, task-based activities, oral presentations, role plays, and project work. It outlines principles for effective group and pair work interactions and considers benefits and drawbacks of each approach. Finally, two sample project activities integrating multiple skills through group work are described in detail.
Proposal defense sabrina
This document summarizes a study that investigated the influence of suffix word strategy and short-term memory on vocabulary learning speed. The study involved 60 sophomore students learning English vocabulary through a suffix word handout. Participants completed a 20-item test of vocabulary from the handout and a questionnaire measuring their experience with suffix strategies and short-term memory. The literature review discussed prior research showing the importance of vocabulary and learning strategies for language acquisition. It also defined key terms like suffix words and short-term memory. The methodology section described the participants, instrument using the handout and questionnaire, and procedures of the study.
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מפגש3
- 2. Dunlosky et al. 2013 Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
- 3. )Dunlosky et al., 2013( •10 • •EI
- 4. )Dunlosky et al., 2013( •4
- 5. 10)Dunlosky et al., 2013( Elaborative Interrogation (EI( 1 Self-explanation 2 Summarization 3 Highlighting / Underlining 4 Keyword Mnemonic 5
- 6. 10)Dunlosky et al., 2013( Imagery for text 6 Rereading 7 Practice testing 8 Distributed practice 9 Interleaved practice 10
- 9. 1. EI 2..
- 11. EI •EI • o o
- 12. 1.EI.
- 14. 1.. 2. 3.. ]2+3
- 16. •. • •
- 17. •. •
- 20. 2.: •
- 21. • a. b. •
- 23. 1. 2. 3.
- 25. 1. 2. 3.
- 26. 7.Rereading • •
- 27. 1.)the quantitative hypothesis 2.)the qualitative hypothesis
- 28. •
- 30. Spitzer, 1939:
- 32. 1.
- 33. • • • •
- 34. 2.
- 35. 9.Distributed practice •)spaced vs. massed practice( •
- 36. 6 Bahrick, 1979
- 37. 1. 2.
- 39. Fig. 13. Percentage of correct responses on sets of problems completed in practice sessions and on a delayed criterion test in Rohrer and Taylor (2007).
- 40. 1.
- 41. 2. . blocked
Editor's Notes
- התמונה מכאן - http://blog.testrocker.com/wwwtestrockercom/blog/why-is-the-sat/act-important
- Smith, B. L., Holliday, W. G., & Austin, H. W. (2010). Students' comprehension of science textbooks using a question-based reading strategy. Journal of Research in Science Teaching, 47(4), 363-379.
- התמונה מכאן https://www.google.co.il/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjHjKyx8eTPAhVB2BoKHVaHAVQQjRwIBw&url=http%3A%2F%2Fstrategiesforspecialinterventions.weebly.com%2Fthink-alouds1.html&bvm=bv.135974163,d.d2s&psig=AFQjCNGccEip3IFqmYqVFuTfyZQEKFplzg&ust=1476898387757582
- התמונה מכאן - https://www.tes.com/lessons/wxtcFfzI8s37hg/summarizing
- התמונה מכאן - http://msmason29.weebly.com/summarizing--retelling.html
- התמונה מכאן - http://web.stanford.edu/dept/CTL/cgi-bin/academicskillscoaching/plowing-through-massive-amounts-of-reading/
- עם זאת, לא תמיד הדגשה פעילה טובה יותר מקריאת טקסט מודגש מראש (הנסיין כנראה יבחר טוב יותר את החלקים החשובים בטקסט).
- התמונה מכאן - http://ganderpublishing.com/content/news-events-and-articles.asp
- התרשים לקוח מהמאמר של Dunlosky et al.
- התמונה מכאן - http://www.mathnasium.com/distributive-learning-multiple-practice-sessions-provide-better-learning-than-cramming
- התרשים לקוח מהמאמר של Dunlosky et al.
- התמונה מכאן - http://www.nature.com/nrn/journal/v5/n7/fig_tab/nrn1426_F4.html
- התרשים לקוח מהמאמר של Dunlosky et al.
- טבלה 4 במאמר