Академический Документы
Профессиональный Документы
Культура Документы
Pedagogical
Recommendation
(Source- for example,
Anderman & Dawson,
Module 1:
Neuroscience
& Learning
Module 1:
diagnosis.
Bernard, (2010) states that the drill-and-
2010).
Teachers should be consistent,
Neuroscience
& Learning
Module 1:
2010).
Brain stimulation in early childhood
Neuroscience
& Learning
occurs.
Module 1:
2003).
Therefore, educators must create a
Neuroscience
& Learning
Module 2:
curriculum, 2014).
To ensure that feedback is beneficial
Three Key
Learning
Theories and
the Role of
Feedback
Module 2:
Education," 2002).
When providing feedback teachers
Three Key
Learning
Theories and
the Role of
Feedback
technology.
understanding.
promotes learning.
2007).
According to O'Conner, (2010) in the
Three Key
Learning
Theories and
the Role of
Feedback
Self-level.
2011).
Feedback Levels.
Process is more effective due to its ability feedback can be addressed when the
to providing strategies for identifying
Three Key
Learning
Theories and
the Role of
Feedback
mapping, Meaningful-building-blocks,
Learning by errors, Similarity,
Using worked-examples as an
instructional tool fosters learning.
According to Woloshyn and Gallagher
(2009), when students use SelfExplanations guideline while problem
solving, they gained a deeper
understanding when self-explanations
were meaningful and connections are
made using scheme. When implementing
the Easy-Mapping Guideline, conceptual
understanding is fostered when
information such as spoken text and
visual images are presented together.
Learning by Errors Guideline is
10
Critical
Thinking,
11
Habits of
Mind, Self-
Regulation,
Metacognition
Module 3:
(Costa, 2009).
To improve critical thinking in their
Critical
Thinking,
Habits of
Mind, Self-
Regulation,
Metacognition
teachers play
Teachers rearranging their
classrooms
Assigning active roles to
students.
Encourage students to facilitate
their own learning by
participating in a fishbowl
discussions.
Ask questions at different stages
12
of the learning process. An
example of this can be found in
the Fun with STEM: The
Catapult Project video in which
the teacher repeats the questions
at different stages due to the
students different frames of
mind during each stage.
Module 3:
Critical
Thinking,
Habits of
Mind, Self-
Regulation,
Metacognition
1. Persisting
2. Managing Impulsivity
3. Listening with understanding and
empathy
4. Thinking flexibly
5. Thinking about your Thinking
(Metacognition)
6. Striving for accuracy and
13
situations
9. Thinking and Communicating
Critical
Thinking,
Habits of
Mind, Self-
Regulation,
Metacognition
14
Module 3:
Critical
Thinking,
Habits of
Mind, Self-
Regulation,
Metacognition
2011),
Module 4:
Motivation
15
Module 4:
Motivation
theoretical perspectives on
2000).
16
17
Module 4:
Motivation
Motivation
appropriate.
Complement and encourage
students for what they are
18
good at.
away or too early, it can hinder them from Create and develop an
enjoying the process resulting in a
intrinsic motivation
Module 4:
Motivation
Module 5:
19
Learning
through
Inquiry
Self-regulation).
20
Module 5:
Corporation, 2004).
Constructivist learning approaches can
Learning
contribute to improvements in
through
Inquiry
Module 5:
Corporation, 2004).
Constructivist learning approaches is
Learning
through
Inquiry
21
2004).
Lave and Wenger envisioned a learning
Learning
through
Inquiry
Module 5:
Learning
through
Inquiry
22
Hollenbeck, 2009).
Module 5:
Learning
Inquiry
Module 5:
Learning
through
23
student centered.
Module 5:
Learning
through
Inquiry
Learning
through
Inquiry
24
planning time, freedom to experiment and project makes students actually want
even to fail, and believed that every
Georgia, 2011)..
Module 6:
Content Area
Learning &
Cross-
http://www.adlit.org/strategy_library/
disciplinary
Literacy
25
Before:
Think Aloud would help students to
monitor their thinking as they read
an assigned passage. The Think
Aloud allows students to monitor
their understanding as they are
directed through a series of questions
During:
As students read stories or scripts
they can use Story Maps or guides
that will aid them by providng a
26
After:
Exit tickets can be used as selfreflection tool in which students
describe what they learned that day,
they evaluate their performance, ask
questions, inform me that need help,
or that they did not understand a
concept.
27
References
AdLit.org. (2015). Classroom strategies. Retrieved from http://www.adlit.org/strategy_library/
Anderman, E., & Dawson, H. (2011). Learning with motivation. In Handbook of research on
learning and instruction (pp. 219-239). New York: Routledge.
Bernard, S. (2010, December 1). Neuro myths: Separating fact and fiction in Brain-Based
learning. Retrieved from http://www.edutopia.org/neuroscience-brain-based-learningmyth-busting
Bernard, S. (2010, December 1). Neuroplasticity: Learning physically changes the brain.
Retrieved from http://www.edutopia.org/neuroscience-brain-based-learningneuroplasticity
Bonney, C. R., & Sternberg, R. J. (2013). Learning to think critically. Handbook of Research on
Learning and Instruction.
Canney, S. (2015, September 21). Learning by Doing: A teacher transitions tnto PBL. Retrieved
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Costa, A. L. (2009). Habits of Mind. Encyclopedia of Giftedness, Creativity, and Talent.
Covington, M. V. (2000). Goal Theory, Motivation, and School Achievement: An Integrative
Review. Annual Review of Psychology Annu. Rev. Psychol., 51(1), 171-200.
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http://www.thirteen.org/edonline/concept2class/constructivism/index.html
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issues (pp. 343-370). Mahwah, NJ: Erlbaum.
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http://georgia.gov/agencies/georgia-department-education
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Learning and Instruction.
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Hollenbeck, J., & Hollenbeck, D. (2009). Using technology to bridge the cultures together in the
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Stillwater: Donald P. French.
How the brain learns [Video file]. (2003). Retrieved November 8, 2015, from
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An Introduction to Project-Based Learning [Video file]. (2010). Edutopia. Retrieved from
https://www.youtube.com/watch?v=dFySmS9_y_0.
Lai, E. (2011). Metacognition: A literature review research report. Pearson.
Liu, N., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching
in Higher Education, 11(3), 279-290. doi:10.1080/13562510600680582
Loyens, S. M., & Rikers, R. M. (2013). Instruction Based on Inquiry. Handbook of Research on
Learning and Instruction.
Loyens, S. M., & Rikers, R. M. (2013). Instruction Based on Inquiry. Handbook of Research on
Learning and Instruction.
No Child Without Motivation [Video file]. (2006). Retrieved November 9, 2015, from
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O'Connor, K. (2010). The last frontier: Tackling the grading dilemma. Retrieved from
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The Quality Assurance Agency for Higher Education. (2002). Planet, (6), 32-37. Retrieved from
http://dera.ioe.ac.uk/9713/2/COP_AOS.pdf
Renkl, A. (2011). Instruction based on examples. In Handbook of research on learning and
instruction (pp. 272-294). New York: Routledge.
Veenman, M. V. (2011). Learning to self-Monitor and self-Regulate. In Handbook of research on
learning and instruction (pp. 197-218). New York: Routledge.
Woloshyn, V., & Gallagher, T. (2009, December 23). Self-Explanation. Retrieved from
http://www.education.com/reference/article/self-explanation/
Zumbrunn, S., Tadlock, J., & Roberts, E. (2011). Encouraging self-regulated learning in the
classroom: A review of literature. Metropolitan Educational Research Consortium.