Scott learning theory review part 1 6-14-20_es
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This document reviews literature on differentiated instruction. It begins with an overview of differentiated instruction, which was developed by Carol Tomlinson in the 1970s and focuses on modifying content, process, product, and learning environment based on student needs. Three articles are then summarized: 1) A study applying differentiated instruction during elementary science lessons found it increased student participation and helped meet diverse learner needs. Teachers reported potential barriers like time and confidence with execution. 2) A case study of a student with dyslexia found that differentiated instruction increased his reading interest and confidence. 3) A study of physical education classes found those using differentiated instruction and Universal Design for Learning provided more support for students with disabilities.
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2. Motivation - both instrumental and integrative motivation influence strategy use. Highly motivated learners employ strategies more frequently.
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1. Aptitude, which refers to an individual's innate ability for language learning. Studies have shown aptitude is a major determinant of success.
2. Motivation, as motivated learners expend more effort and are persistent. Lack of need for a language can reduce motivation.
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4. Cultural background, as learners often choose strategies compatible with their culturally influenced learning styles. One study found Hispanics favored social strategies.
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This document discusses several factors that affect language learning strategies, including age, motivation, gender, family background, and learning styles. Younger or less advanced language learners tend to use social strategies more, while motivation is one of the most important factors impacting achievement. Some studies have found that males use strategies more than females, though findings are mixed. Children from larger families may have fewer learning resources. Learning styles also influence the types of strategies students choose, and effective learners use a variety tailored to their personality and goals.
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This document discusses several factors that affect language learning strategies:
1. Motivation - More motivated learners use strategies more frequently and a greater number of strategies.
2. Gender - Studies show males tend to use a greater variety of strategies than females, favoring metacognitive and compensation strategies.
3. Proficiency level - Higher proficiency is associated with increased use of both direct and indirect strategies. Cognitive and metacognitive strategies correlate most strongly with high proficiency.
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This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
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This document discusses 5 key factors that affect language learning strategies: motivation, gender, years of study, age, and language proficiency. For each factor, it provides an overview and discusses findings from past studies on how the factor influences language learning strategy use. Motivation is identified as one of the most significant factors, with highly motivated students tending to use more strategies. The document also discusses mixed findings from previous research on the impact of gender. Longer years of study and higher proficiency levels are both associated with greater strategy use.
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Five factors that affect language learning strategies are identified in the document:
1. Learner's language proficiency level - more proficient learners use more cognitive and metacognitive strategies.
2. Motivation - both instrumental and integrative motivation influence strategy use. Highly motivated learners employ strategies more frequently.
3. Learning style - extroverts prefer social strategies while introverts use metacognitive strategies.
4. Gender - most studies found that female learners use strategies more frequently than male learners.
5. Age - younger learners tend to use strategies more than adult learners.
5 factors affecting lls
This document discusses 5 key factors that affect language learning strategies:
1. Aptitude, which refers to an individual's innate ability for language learning. Studies have shown aptitude is a major determinant of success.
2. Motivation, as motivated learners expend more effort and are persistent. Lack of need for a language can reduce motivation.
3. Proficiency level, as more proficient learners tend to use strategies more effectively. Teachers can help less proficient students through strategy use.
4. Cultural background, as learners often choose strategies compatible with their culturally influenced learning styles. One study found Hispanics favored social strategies.
5. Learning styles, such as introverts prefer
The impact of ability grouping on foreign language learners a case study
1) The study examined the impact of ability grouping on English learners at Fooyin University in Taiwan, where students were placed into three levels of English classes based on proficiency.
2) A questionnaire was administered to 865 students to understand the psychological, academic, and social effects of ability grouping, as well as differences in attitudes among the three groups.
3) The results found that ability grouping did not have a strong psychological, academic, or social impact on most students. While a small number felt negatively impacted socially, there were no significant differences found among the three groups in their attitudes toward the ability placement system.
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This document discusses 5 factors that affect language learning strategies: language proficiency level, motivation, learning styles, gender, and age. Higher proficiency learners tend to use more cognitive and metacognitive strategies, while lower proficiency learners rely more on communication and knowledge-based strategies. Motivation is found to be the single most important influence, with more motivated learners employing strategies more frequently. Learning styles also impact strategy use, such as extroverts preferring social strategies. Gender studies show females generally use strategies more than males. Age is a biological factor, with younger learners acquiring language faster than older ones due to a critical period of language development.
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The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
Presentation1
This document discusses 5 factors that affect language learning strategy (LLS) usage: gender, motivation, experiences, family background, and proficiency levels. Gender studies have found that female students use compensation and affective strategies more than males. Motivation refers to a student's willingness to interact in the target language and having both instrumental and integrative motivation can lead to more language learning. Experience studying abroad can influence learning style and actual language ability. Family background, such as parental education levels, attention, and home environment can impact student achievement and strategy use. Proficiency levels also influence strategy use, with more effective language learners employing a variety of strategies compared to poorer learners.
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There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
Factors affecting LLS
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
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This document outlines a research proposal on developing materials to improve student engagement. It discusses the need to encourage teacher-student collaboration to create materials and determine what types are most effective. The objectives are to understand why teachers and students should develop materials and identify which types most benefit learning. If successful, the research could motivate teachers and students by clarifying learning goals. The scope covers material development concepts and types of materials. It will use observation, tests, and score analysis to collect and analyze data on improved student engagement.
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Language Learning
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Ej1100181
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Application and evaluation of differentiation instruction in mixed ability cl...
This document summarizes research on differentiation instruction in mixed ability primary school classrooms in Cyprus. Fourteen teachers received training on differentiation and applied it in their Greek language classrooms over a school year. The research aims to evaluate the effects on academic achievement, competency development, and students' self-image. Differentiation individualizes instruction based on students' readiness, interests, and learning profiles. It modifies content, teaching processes, products, environment, and assessments. Effective differentiation requires deep understanding of theory and student needs. It facilitates knowledge construction for all students and maximizes their learning opportunities.
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1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
Analysis of Language Learning Styles and Language Achievements of Higher Edu...
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Module 2 Assignment (2).docx1 (1)
Differentiated instruction involves adjusting the content, teaching methods, student products, or learning environment based on student needs, interests, and readiness levels. Teachers can differentiate in four ways: by content, process, product, or learning environment. Effective differentiation recognizes student diversity in areas like background, language, ability levels, and interests, and provides multiple paths for students to learn and demonstrate their understanding. Teachers must have a deep understanding of their students and be able to respond flexibly to meet varying needs.
Inquiry instruction is good by Dadan and 施懿軒.pptx
Inquiry instruction represents a pedagogical approach that emphasizes the role of the learner in the learning process, where students are encouraged to explore, ask questions, and investigate topics to construct their own understanding and knowledge. This method stands in contrast to traditional forms of instruction that often rely on direct teaching, where information is primarily delivered by the teacher to the student. Inquiry instruction is grounded in constructivist theories of learning, which argue that learners construct new knowledge by building upon their existing knowledge and experiences through interaction with the world around them.
At the heart of inquiry instruction is the cultivation of curiosity and the development of skills necessary for students to become independent learners. This involves engaging students in authentic, complex problems that do not have straightforward answers, thereby encouraging critical thinking, problem-solving, and decision-making skills. Students are guided through a process of formulating questions, gathering and analyzing data, drawing conclusions, and reflecting on their findings. The role of the teacher in this approach shifts from being a source of knowledge to a facilitator of learning, providing support and scaffolding to students as they navigate their inquiries.
Inquiry instruction can be implemented in various forms, ranging from structured to open inquiry, depending on the level of guidance provided by the teacher and the degree of autonomy granted to the students. Structured inquiry involves more teacher guidance in leading students through the inquiry process, while open inquiry allows students more freedom to pursue their own questions and methods. Regardless of the level of structure, effective inquiry instruction requires careful planning to ensure that activities are meaningful and aligned with learning objectives.
The benefits of inquiry instruction include not only the development of critical thinking and research skills but also the promotion of a deeper understanding of content. By actively engaging with material, students are more likely to make meaningful connections and apply their learning to new situations. Furthermore, inquiry instruction supports the development of lifelong learning skills, preparing students to navigate an increasingly complex and information-rich world.
However, implementing inquiry instruction poses challenges, including the need for significant teacher preparation, the development of appropriate assessment strategies, and the provision of adequate resources and support. Despite these challenges, inquiry instruction offers a powerful framework for fostering an engaging and student-centered learning environment that encourages exploration, curiosity, and a love of learning.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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Scott learning theory review part 1 6-14-20_es
- 1. LEARNING THEORY REVIEW OF DIFFERENTIATED INSTRUCTION Chapter 99 By Emily Scott
- 2. OVERVIEW OF DIFFERENTIATED INSTRUCTION • Developed by Carol Tomlinson beginning in the 1970’s. • Key elements: learning environment, curriculum, assessment, instruction, and management of routines. • Differentiation can be done through content, process, product and/or environment. • Can be used to accommodate gifted students and students with special needs in general education classrooms. Source: ASCD.org
- 3. DIFFERENTIATED INSTRUCTION EDEL 511PROJECT TOPIC • Concept of individualized education Three focus topics: • Topic 1: Effect of differentiated instruction on teacher professional development • Topic 2: Effect of differentiated instruction on student achievement in various subjects. • Topic 3: Use of differentiated instruction to accommodate students with special needs in general education classrooms.
- 4. ARTICLE 1: Research Questions: Apply differentiated instruction during elementary school science lessons to see if diverse needs of students can be met. Also to familiarize teachers with differentiated instruction. Methodology Took place in western Canada 5 general education teachers in grades ranging from three to five Participants answered pre and post questions about their thoughts of differentiated instruction including possibilities and potential barriers of use during science lessons. Informed Results Teachers found that student involvement and participation increased with use of differentiated instruction during science lessons Differentiated instruction is a way to individualize instruction for diverse learners during science lessons. Potential barriers: Fears and insecurities involving execution Time constraints Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science by Tobin and Tippett (2014)
- 5. ARTICLE 2: Research Questions: Apply differentiated instruction to a student with dyslexia to see the way it effects his success in the classroom. Methodology Participant: ten year old boy struggling with reading and diagnosed with dyslexia. Instrumentation: QRI-IV Miscue Analysis-Oral Reading and Comprehension test administered by a reading specialist. Teacher and parent interviews. Informed Results Participant showed increased interest in reading with the application of differentiated instruction. Student showed increased confidence in reading abilities. Differentiated instruction: Using a case study by Demos and Foshay (2009)
- 6. ARTICLE 3: Research Questions: How do physical education teachers accommodate students with disabilities during physical education class? Methodology Location: State of New York Case study of 3 elementary school classrooms. Analysis, observations and interviews Three classroom types: Classes with no variation, classes with differentiated instruction, and classes with Universal Design for Learning Informed Results Classes with differentiated instruction and Universal Design for Learning shoed significant resources to support students with disabilities during physical education lessons. Universal Design for Learning and Differentiated Instruction in Physical Education by van Munster, Lieberman, and Grenier (2019)
- 7. REFERENCES: Demos, E. S., & Foshay, J. (2009). Differentiated instruction: Using a case study. New England Reading Association Journal, 44(2), 423-443 Tobin, R., & Tippett, C. (2014). Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science. International Journal of Science and Mathematics Education, 12(2), 423-443. Tomlinson, C. A. & Imbeau, M. B. (2013) Differentiated instruction an integration of theory and practice. The Handbook of Educational Theories, 1097-1117. Van Munster, M., Lieberman, L., & Grenier, M. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359-377.