My Theory of Learning
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The document presents a framework for understanding how people learn. It proposes that learning is influenced by prior knowledge and experience, the learning environment, internal cognitive processes, and application and assessment. The framework is illustrated through three examples of research studies that show how factors like socioeconomic status, language exposure, and vocabulary interventions relate to different elements of the framework and influence learning outcomes.
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lec #1.pptx
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
Applications Of Psychological Science To Teaching And Learning Gaps In The L...
This document summarizes gaps identified in the psychological literature by an APA task force developing teacher-friendly modules on topics related to teaching and learning. For the module on practice for knowledge acquisition, key gaps included a lack of research on the role of practice in areas beyond math/athletics, how to motivate students to practice, differentiating practice, and neuroimaging studies on optimal practice conditions. For the module on using classroom data to provide feedback, gaps pertained to applying these strategies in science/math courses, exemplifying how strategies are tailored to different teacher/student contexts, and enhancing student motivation/resilience through formative assessment. The task force's work highlights opportunities for further research to strengthen the application of psychological science in
Research proposal
This document outlines a research proposal for a study on the impact of flipped classrooms and mobile learning. The study will take place at Sharjah Women's College in the UAE, which has about 2,000 female students between ages 17-25 from Sharjah and surrounding emirates. Through needs analysis including interviews and observations, the author identified flipped classroom and mobile learning using Moodle as an approach to potentially improve student English skills. The research will use a correlation study to examine relationships between variables like age, gender, language and students' use of reading articles or videos in Moodle discussions. Data will be collected through surveys and observations, following ethics guidelines to protect student privacy and confidentiality. The expected results could benefit education in
Technological persuasive pedagogy a new way to persuade students in the compu...
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Article Introductory Biology Courses A Framework To Support Active Learning ...
This document describes a framework developed for incorporating active learning into a large enrollment introductory biology course. The framework is called the Active Learning Course Framework (ALCF). Key aspects of the ALCF include:
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- Leveraging three learning environments - lectures, labs, and online - connected by the teaching team and online technologies.
Response To Intervention - Tier One Strategies
Response to Intervention (RtI) uses a multi-tiered approach to provide high-quality classroom instruction and monitor student progress. Tier 1 involves research-based core instruction for all students, ongoing assessment to identify struggling learners, and professional development for teachers. Effective Tier 1 instruction eliminates inadequate instruction as a reason for students' learning difficulties. Recommended Tier 1 instructional strategies include Marzano's comprehension techniques and brain-based strategies from Eric Jensen focusing on relaxation, environment, color, memory, organization, intuition, and movement.
Research
The document describes various observational research methods including naturalistic observation, participant observation, structured observation, and field experiments. It discusses types of qualitative and quantitative data collected through techniques like time sampling, event sampling, and situation sampling. The document also provides examples of observational studies conducted in educational settings, including a kindergarten teacher development project using classroom observations and interviews, an ethnomethodology study analyzing online discourse, and a case study of fifth grade students' digital video composition processes.
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Teaching and learning practice - the view from both sides of the fence
The document discusses a hybrid learning model developed by CETL(NI) to enhance the learning experience. The model brings together the 8 Learning Event Model and a closed set of learning verbs. It provides a common language for describing teaching and learning interactions and reflects what learners do in practice. Both teachers and learners found it useful for reflection, and it increased awareness of expectations of different roles.
Design based for lisbon 2011
The document summarizes a seminar on research methods in distance education, with a focus on design-based research. It discusses four main research paradigms - quantitative, qualitative, critical, and design-based research. Design-based research is presented as a methodology developed by educators that focuses on iterative design, testing, and evaluation of learning innovations in authentic contexts. Examples of design-based research studies and results from a survey on social software use among distance learners are also summarized.
Qualitative research problems
This document discusses developing research questions for a study. It provides examples of different types of research questions, such as descriptive, explanatory, and evaluative questions. The document also discusses how the research questions imply what type of data needs to be collected and how it will be analyzed. Developing good research questions is important as it guides the entire research process from data collection to analysis.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docx
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
The World Testifies Of Data And Our Understanding Of It Essay
The document discusses qualitative research methods. It defines qualitative research as exploring and describing phenomena through subjective and inductive strategies. Some key points made include:
- Qualitative research aims to answer questions about why and how things occur.
- There are three main purposes: exploratory, explanatory, and descriptive. Exploratory research discovers patterns in phenomena, while explanatory research identifies relationships shaping phenomena and descriptive research documents phenomena of interest.
- Qualitative research relies on non-experimental and phenomenological approaches to collect data through open-ended questions and observations.
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My Theory of Learning
- 1. JEREMY’S MODEL OF HOW PEOPLE LEARN Jeremy Wang Epsy 5114 10 December 2008
- 4. My Framework
- 5. My Framework Prior Knowledge and Experience
- 6. My Framework Prior Knowledge and Experience Learning Environment
- 7. My Framework Prior Knowledge and Experience Learning Environment Internal Cognitive Processes
- 8. My Framework Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 9. My Framework Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 17. Example #1: Berkeley Brain Study Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 21. Example #1: Berkeley Brain Study Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 25. Example #3: 4,000 word intervention Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 32. My Framework Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes