Action research is the small intervention conducted by any practitioner. So each & every person must know the way of conducting action research. How to conduct action research that is described in this presentation.
Action research is the small intervention conducted by any practitioner. So each & every person must know the way of conducting action research. How to conduct action research that is described in this presentation.
Important strategies for effective studyingkavinmarvin
Every college student and high school student believes he or she has honed a set of highly effective, useful study skills. I used re-reading, lots of summarizing, note-taking (and outlining), and taking the little tests you would often find at the end of a chapter to help me remember the material I just read.
Educ 243 educational evaluation dr. jl_paglinawanJames Paglinawan
Study Guide for the Lessons in the subject education 243 (Educational Evaluation) of Dr. James L. Paglinawan, Central Mindanao University, Musuan, Bukidnon, Philippines
Important strategies for effective studyingkavinmarvin
Every college student and high school student believes he or she has honed a set of highly effective, useful study skills. I used re-reading, lots of summarizing, note-taking (and outlining), and taking the little tests you would often find at the end of a chapter to help me remember the material I just read.
Educ 243 educational evaluation dr. jl_paglinawanJames Paglinawan
Study Guide for the Lessons in the subject education 243 (Educational Evaluation) of Dr. James L. Paglinawan, Central Mindanao University, Musuan, Bukidnon, Philippines
Improving Students’ Learning With Effective Learning Techniques: Promising ...Fran Maciel
Authors: John Dunlosky1
, Katherine A. Rawson1
, Elizabeth J. Marsh2
, Mitchell J. Nathan3
, and Daniel T. Willingham4
1Department of Psychology, Kent State University; 2
Department of Psychology and Neuroscience, Duke University;
3
Department of Educational Psychology, Department of Curriculum & Instruction, and Department of Psychology,
University of Wisconsin–Madison; and 4
Department of Psychology, University of Virginia
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a prBenitoSumpter862
12 AMERICAN EDUCATOR | FALL 2013
John Dunlosky is a professor of psychology and the director of experimental
training at Kent State University. His research focuses on self-regulated
learning and how it can be used to improve student achievement across
the lifespan.
Strengthening
the Student Toolbox
study strategies to Boost learning
By John Dunlosky
I
t’s the night before her biology exam, and the high school
student has just begun to study. she takes out her highlighter
and reads her textbook, marking it up as she goes along. she
rereads sentences that seem most important and stays up
most of the night, just hoping to get a good enough grasp of the
material to do well on the exam. These are study strategies that
she may have learned from her friends or her teachers or that she
simply took to on her own. she is not unusual in this regard; many
students rely on strategies such as highlighting, rereading, and
cramming the night before an exam.
Quite often, students believe these relatively ineffective strate-
gies are actually the most effective,1 and at least on the surface
they do seem sound, perhaps because, even after pulling an all-
nighter, students manage to squeak by on exams. Unfortunately,
in a recent review of the research, my colleagues and I found that
these strategies are not that effective,2 especially if students want
to retain their learning and understanding of content well after
the exam is over—obviously, an important educational goal.
so, why aren’t students learning about the best strategies? I
can only speculate, but several reasons seem likely. curricula are
developed to highlight the content that teachers should teach, so
the focus is on providing content and not on training students
how to effectively acquire it. Put differently, the emphasis is on
what students need to learn, whereas little emphasis—if any—is
placed on training students how they should go about learning
the content and what skills will promote efficient studying to
support robust learning. Nevertheless, teaching students how to
learn is as important as teaching them content, because acquir-
IL
LU
ST
R
A
T
IO
N
S
B
y
D
A
N
IE
L
B
A
X
T
E
R
AMERICAN EDUCATOR | FALL 2013 13
ing both the right learning strategies and background knowledge
is important—if not essential—for promoting lifelong learning.
Another reason many students may not be learning about
effective strategies concerns teacher preparation. learning strat-
egies are discussed in almost every textbook on educational
psychology, so many teachers likely have been introduced to at
least some of them. even so, my colleagues and I found that, in
large part, the current textbooks do not adequately cover the
strategies; some omit discussion of the most effective ones, and
most do not provide guidelines on how to use them in the class-
room or on how to teach students to use them. In some cases, the
strategies discussed have lim ...
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a prAnastaciaShadelb
12 AMERICAN EDUCATOR | FALL 2013
John Dunlosky is a professor of psychology and the director of experimental
training at Kent State University. His research focuses on self-regulated
learning and how it can be used to improve student achievement across
the lifespan.
Strengthening
the Student Toolbox
study strategies to Boost learning
By John Dunlosky
I
t’s the night before her biology exam, and the high school
student has just begun to study. she takes out her highlighter
and reads her textbook, marking it up as she goes along. she
rereads sentences that seem most important and stays up
most of the night, just hoping to get a good enough grasp of the
material to do well on the exam. These are study strategies that
she may have learned from her friends or her teachers or that she
simply took to on her own. she is not unusual in this regard; many
students rely on strategies such as highlighting, rereading, and
cramming the night before an exam.
Quite often, students believe these relatively ineffective strate-
gies are actually the most effective,1 and at least on the surface
they do seem sound, perhaps because, even after pulling an all-
nighter, students manage to squeak by on exams. Unfortunately,
in a recent review of the research, my colleagues and I found that
these strategies are not that effective,2 especially if students want
to retain their learning and understanding of content well after
the exam is over—obviously, an important educational goal.
so, why aren’t students learning about the best strategies? I
can only speculate, but several reasons seem likely. curricula are
developed to highlight the content that teachers should teach, so
the focus is on providing content and not on training students
how to effectively acquire it. Put differently, the emphasis is on
what students need to learn, whereas little emphasis—if any—is
placed on training students how they should go about learning
the content and what skills will promote efficient studying to
support robust learning. Nevertheless, teaching students how to
learn is as important as teaching them content, because acquir-
IL
LU
ST
R
A
T
IO
N
S
B
y
D
A
N
IE
L
B
A
X
T
E
R
AMERICAN EDUCATOR | FALL 2013 13
ing both the right learning strategies and background knowledge
is important—if not essential—for promoting lifelong learning.
Another reason many students may not be learning about
effective strategies concerns teacher preparation. learning strat-
egies are discussed in almost every textbook on educational
psychology, so many teachers likely have been introduced to at
least some of them. even so, my colleagues and I found that, in
large part, the current textbooks do not adequately cover the
strategies; some omit discussion of the most effective ones, and
most do not provide guidelines on how to use them in the class-
room or on how to teach students to use them. In some cases, the
strategies discussed have lim ...
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
Running head THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1 .docxtoltonkendal
Running head: THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1
The Effectiveness of Using a Narrative Input Chart on Learning Advanced Vocabulary
Student Name
EDGR 601
Instructor: Instructor Name
A Literature Survey Presented to
The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Masters in Education
Concordia University - Portland
May, 2012
THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 2
Literature Review
This literature review was undertaken in an effort to investigate the question: how does
the use of narrative input charts improve the understanding of advanced science vocabulary
among seventh grade science students? In order for students to be ready for entry level college
coursework they must have excellent reading comprehension skills. The relationship between
vocabulary knowledge and reading comprehension is herein considered. Additionally, ineffective
and effective vocabulary instruction strategies are described.
In 2005, ACT college admissions test results showed that high school students in the
United States do not have the reading comprehension skills needed for entry level college
coursework (ACT, Inc. 2006). According to the 2005 ACT-scores for high school graduates,
51% were ready for college level reading (ACT, Inc. 2006). The percentage of college readiness
was even lower for some groups. It is known that 49% of male students demonstrated readiness
and 33% of students with family incomes less than $30, 000/year demonstrated readiness.
Minority student’s scores were low as well. The results showed that 21% African American,
33% Hispanic, and 36% Native American students met the readiness benchmark for reading
(ACT, Inc. 2006). ACT further reports that since 1996 scores have steadily declined resulting in
the 51% being the lowest in the past twelve years (ACT, Inc. 2006).
The Relationship between Vocabulary Knowledge and Reading Comprehension
In this literature review the relationship between the acquisition of academic vocabulary
and improved reading comprehension is examined. The purpose of learning new words is to
improve reading comprehension (Beck, McKowen & Kucan, 2008). Many research studies
THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 3
conducted over the course of many years have concluded that acquiring rich and varied
vocabulary is critical in improving student reading comprehension (National Governors
Association Center for Best Practices, Council of Chief State School Officers, 2010). Harmon,
Hedrick and Wood (2005) report that student difficulty in understanding their textbooks results
from a lack of vocabulary knowledge. It has been shown that students that received high scores
on vocabulary tests also scored high on reading comprehension tests. It is also known that early
vocabulary knowledge can predict reading comprehension skills well into high school (Beck et
al., 2008). Of g ...
Reading Comprehension Strategies: An International Comparison of Teacher Pref...juraikha
To increase the likelihood that reading comprehension strategies are effectively used in
schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as
beneficial in regard to their particular area of expertise.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. AIM OF PRESENTATION
• To introduce the topic “Improving EFL Students'
Self-regulation in Reading English
Using a Cognitive Tool”
• And share my ideas with you about:
LITERATURE REVIEW
STATEMENT OF THE PROBLEM
PURPOSE OF STUDY( RESEARCH OBJECTIVES)
SIGNIFICANCE
4. INTRODUCTION
Reading comprehension possesses a vital role in academic life of
many students. Many studies have been conducted in recent years
regarding how to find ways influential in Enhancing reading
comprehension of students. It has been found that motivational
factors are closely related to achievement and success of students
in academic life. As a result, Finding ways which contribute to
enhancing students' motivational factors seems quite helpful. But
the question which should be answered is that which methods or
strategies can result in improving learners' motivational factors and
consequently their achievement.
One Of the motivational variables which act as a facilitative factor
leading to students' learning Is self-regulation. Unlike the
importance of this factor, few researches have been conducted
Regarding methods and techniques which can contribute to
improvement of this trait.
5. INTRODUCTION CONTINUE..
One of the techniques which recently have attracted
attention of researchers is Concept mapping. Concept
mapping has confirmed to be a valuable tool for
improving Aspects of cognitive processing of conceptual
knowledge. It meets the demands of coping Effectively
with managing conceptual, content and resource
knowledge in one consistent Visual demonstration (Cañas
et al., 2005, as cited in Tergana et al., 2006). Based on the
Results of many studies, concept mapping has been
proved to be very effective in enhancing Reading
comprehension of students (Chapman & Tunmer, 2003;
Chularut & DeBacker, 2004).
6. REVIEW OF LITERATURE
SELF-REGULATION
According to Zimmerman (2002), self-regulation is defined as
ones' ability to Devise thoughts, feelings and actions that lead
to achieve his/her goals. Self-regulation will Be enhanced in
students to raise motivation since it is one of the very
important Motivational factors. Those who are highly regulated
can be compatible to different Situations and come up with a
solution while approaching a task in a confident tenacious
Purposeful manner (Zimmerman, 2002).
Learners need to pass through three processes to be self-
regulated:
self-observation, Self-judgment and self-reaction
(Bandura, 1986).
7. STATEMENT OF THE PROBLEM
One of the techniques which recently have
attracted attention of Researchers is concept
mapping. Although, there are a number of
researches investigating the influence of
concept mapping technique on different skills
e.g. reading, writing and etc. There are quite few
studies on the effect of concept maps on
motivational factors which are Influential in
students' success in reading such as self-
regulation.
8. PURPOSE OF STUDY
(RESEARCH OBJECTIVES)
This paper strives to investigate if concept
mapping as a cognitive tool could contribute to
improving self-regulation of students in a
reading course.
9. QUESTIONNAIRE
In order to evaluate self-regulation of students, 13 items in MLSQ (Pintrich
& De Groot, 1990) which measure this trait were used. In this questionnaire,
students are required To report their understanding of items in a Likert-type
manner. These items range from “Completely true of me” to “not at all true
of me”.
This questionnaire has been used widely In different countries including
Iran. It has been proved to have a high index of reliability.
Instructional materials in classes consisted of six passages selected from
TOEFL Practice tests (Pyle, 2001) and two passages from Readers Digest
magazine. The difficulty Level of these passages was medium based on the
judgment of two experts and piloting on a Sample with similar
characteristics of participants. Another instrument used was a booklet
Which was prepared by the researchers in order to teach students how to
draw concept Maps. It was compiled using many sources such as Novak and
Gowin, 1984; Llewellyn,
2007).
10. SIGNIFICANCE OF THE STUDY
The study has implications for teaching, learning and
syllabus design. Teaching Concept mapping strategy will
bring organization to activities which are often difficult
for EFL students to achieve like reading and changes them
to pleasant and attractive tasks.
In Addition, through direct instruction of concept
mapping, students will become familiar with This strategy
and can apply it for reading and understanding different
texts. Teachers can Help students organize their
understanding of what they read with concept mapping
Strategy. Furthermore, teachers can teach students how
to connect their ideas and what they Read and find the
interrelationship among different ideas.
