Learning to learn physics: The implementation of process-oriented instruction in the first year of higher education

NASA Astrophysics Data System (ADS)

Vertenten, Kristin

2002-01-01

Finding a way to encourage first year students to use deep processing strategies was the aim of this research. The need for an adequate method became clear after using the Inventory of Learning Styles (ILS) of Vermunt: almost half of the first year students turned out to have an undirected or a reproduction-directed learning style. A possible intervention is process-oriented instruction. In this type of instruction learning strategies are taught in coherence with domain specific knowledge. The emphasis is on a gradual transfer from a strongly instruction-guided regulation of the learning process towards a student-regulation. By promoting congruence and constructive frictions between instruction and learning strategies, students are challenged to improve their learning strategies. These general features of process-oriented instruction were refined by Vermunt (1992) in twelve general and specific principles. Literature was studied in which researchers reported about their experiences with interventions aimed at teaching physics knowledge, physics strategies and/or learning and thinking strategies. It became obvious that several successful interventions stressed four principles: (1) the student must experience (constructive) f&barbelow;rictions, including cognitive conflicts; (2) he must be encouraged to ṟeflect on his experiences (thinking about them and analysing them); (3) the instruction must e&barbelow;xplicate and demonstrate the necessary knowledge and strategies; and (4) the student must be given the opportunity to practice (ḏoing) with the learned knowledge and strategies. These four FRED-principles are useful for teaching both general and domain specific knowledge and strategies. They show similarities with the four stages in the learning cycle of Kolb (1984). Moreover, other elements of process-oriented instruction are also depicted by the learning cycle, which, when used in process-oriented instruction, has to start with experiencing (constructive) frictions. The gradual shift of the regulation of the learning process can also be translated to the learning cycle. This can be accomplished by giving a new meaning to the radius of the circle which must represent the growing self-regulation of the learning process. This transforms the learning cycle into a learning spiral. The four FRED-principles were used to develop a learning environment for the first year physics problem-solving classes. After working in this learning environment during the first semester, students began using deep processing strategies in a self-regulated manner. After the second semester the reproduction-directed and undirected learning style were vanished or strongly diminished. These effects were not found in a traditional learning environment. The experimental group also obtained better study results. Working in the developed learning environment did not heighten the study load. (Abstract shortened by UMI.)

Learning Strategy Instruction Innovation Configuration

ERIC Educational Resources Information Center

Schumaker, Jean B.

2011-01-01

One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…

Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

PubMed

Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

2006-01-01

Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

Surface, Deep, and Transfer? Considering the Role of Content Literacy Instructional Strategies

ERIC Educational Resources Information Center

Frey, Nancy; Fisher, Douglas; Hattie, John

2017-01-01

This article provides an organizational review of content literacy instructional strategies to forward a claim that some strategies work better for surface learning, whereas others are more effective for deep learning and still others for transfer learning. The authors argue that the failure to adopt content literacy strategies by disciplinary…

The Effect of Adaptive Confidence Strategies in Computer-Assisted Instruction on Learning and Learner Confidence

ERIC Educational Resources Information Center

Warren, Richard Daniel

2012-01-01

The purpose of this research was to investigate the effects of including adaptive confidence strategies in instructionally sound computer-assisted instruction (CAI) on learning and learner confidence. Seventy-one general educational development (GED) learners recruited from various GED learning centers at community colleges in the southeast United…

Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom

ERIC Educational Resources Information Center

Li, Yue

2017-01-01

This interpretive case study explored the effectiveness of listening strategy instruction that promoted self-regulated learning and gained insights into students' and instructors' perceptions of strategy-integrated listening instruction among second semester learners of Chinese as a second language at a military college in Northern California.…

Facilitating Learning from Animated Instruction: Effectiveness of Questions and Feedback as Attention-Directing Strategies

ERIC Educational Resources Information Center

Lin, Huifen

2011-01-01

The purpose of this study was to investigate the relative effectiveness of different types of visuals (static and animated) and instructional strategies (no strategy, questions, and questions plus feedback) used to complement visualized materials on students' learning of different educational objectives in a computer-based instructional (CBI)…

Web-Based Learning: Cognitive Styles and Instructional Strategies

ERIC Educational Resources Information Center

Alomyan, Hesham Raji

2016-01-01

This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

ERIC Educational Resources Information Center

Gardner, Joel; Belland, Brian R.

2012-01-01

Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

The effect of matching learning styles and instructional strategies on academic achievement and student enjoyment of science lessons in a high school general chemistry course

NASA Astrophysics Data System (ADS)

Fundi, Shaaban Kitindi

This study explored the matching hypothesis by examining the effect of matching students' learning style preferences with teachers' instructional strategies on students' academic performance and lesson enjoyment in a high school general chemistry course. To achieve the study aims, the researcher utilized a single-participant study design with a baseline phase and four treatment phases. Determination of students' learning style preferences involved using the Visual, Audial, Read/Write, and Kinesthetic (VARK) Learning Style Inventory. During the one-week baseline phase, students received instruction using regular instructional strategies, followed by four treatment phases: visual intervention, audial intervention, read/write intervention, and a kinesthetic intervention. Each intervention phase lasted one week. During each phase, the researcher measured academic achievement using three teacher-created quiz scores. Student enjoyment was measured using the Test of Science-Related Attitudes (TOSRA). A total of 14 students completed the VARK Questionnaire. Of these, eight students (2 boys and 6 girls) exhibited a multimodal learning style were subsequently excluded from study participation. An additional student was excluded due to excessive absenteeism, leaving five students who completed all phases of the study. Results indicated that matching students' learning style preferences with teachers' instructional strategies did not improve students' academic performance as measured by teacher-created quizzes. However, weekly switching of the instructional strategies did improve student enjoyment of chemistry lessons. Student enjoyment increased for all participants in all intervention phases regardless of whether or not instruction matched students' learning style preferences compared to baseline phase. The results of this study do not support the matching hypothesis. The students in this study, preferred to learn with multiple teaching strategies. Alternating instructional strategies on a weekly basis did improve enjoyment of science lessons comparing to the multimodal instruction in the baseline which research supports as influential on student academic achievement in science. Future studies should explore how using a variety of teaching strategies could appeal to the wide range of intelligences represented by students in a typical classroom and how this may impact student achievement.

The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills

ERIC Educational Resources Information Center

Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

2011-01-01

The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…

Improving text comprehension: scaffolding adolescents into strategic reading.

PubMed

Ukrainetz, Teresa A

2015-02-01

Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

2015-01-01

This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

Learning from Errors in Dual Vocational Education: Video-Enhanced Instructional Strategies

ERIC Educational Resources Information Center

Cattaneo, Alberto A. P.; Boldrini, Elena

2017-01-01

Purpose: Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in…

Instruction of Learning Strategies: Effects on Conceptual Learning, and Learning Satisfactions

ERIC Educational Resources Information Center

Caliskan, Serap

2011-01-01

This study has investigated the effects of learning strategy instruction on conceptual learning, and student satisfactions in an introductory physics course at university level. In this study, pretest-posttest and quasi-experimental design with a non-equivalent control group was used. A total of 36 sophomore students majoring in mathematics…

Specifications for an Advanced Instructional Design Advisor (AIDA) for Computer-Based Training

DTIC Science & Technology

1991-05-01

student time under instruction o increased student comprehension and learning transfer o establishment of instruction standards o...strategies. 6. The nature of the cognitive task determines the learning objective. 7. Learning is internal; instruction is external. 12 Major...AIDAs and to its instructional products. Halff argued that cognitive structures have a role to play in instructional design. He maintained that learning

Applying Learning Theories and Instructional Design Models for Effective Instruction

ERIC Educational Resources Information Center

Khalil, Mohammed K.; Elkhider, Ihsan A.

2016-01-01

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning…

Cognitive and Metacognitive Learning Strategy Instruction: Its Relevance for Media and Material Design. The Instructional Methods Report Series.

ERIC Educational Resources Information Center

Scheid, Karen

This report is intended to provide publishers and product developers with a summary of background information about strategy instruction for disabled learners. It also offers suggestions for how media and materials could be produced and designed to facilitate the teaching and learning of strategies. The first section looks at cognitive and…

Strategy Instruction. ERIC Digest.

ERIC Educational Resources Information Center

Beckman, Pat

This digest discusses using strategy instruction to assist students with learning disabilities. It begins by describing strategy instruction as teaching students about strategies, teaching them how and when to use strategies, helping students identify personally effective strategies, and encouraging students to make strategic behaviors part of…

Adopting reform-based pedagogy in post-secondary microbiology education

NASA Astrophysics Data System (ADS)

Bonner, Jeffery W.

Current emphasis on improving student learning and retention in post-secondary science education can potentially motivate veteran faculty to reconsider what is often a traditional, instructor-centered instructional model. Alternative models that foster a student-centered classroom environment are more aligned with research on how students learn. These models often incorporate active-learning opportunities that engage students in ways that passively taking notes in an instructor-centered classroom cannot. Although evidence is mounting that active-learning is an effective strategy for improving student learning and attitude, university professors, without formal pedagogical knowledge and training, can face uncertainty about where to start and how to implement these strategies. The research presented here was conducted in two parts under the same context during one semester of a post-secondary microbiology course. First, a quantitative study was conducted to compare collaborative and individual completion of a reform-based instructional strategy that utilized a student-centered, active-learning component. Students were evaluated on learning, critical thinking, and epistemological beliefs about biology. Results indicated no significant differences between treatment groups. Interestingly, the impact of active-learning implementations had positive effects on students' epistemological beliefs. This was a finding contradicting previous research in which epistemological beliefs became more novice-like in science majors enrolled in courses without an active-learning component. Study two represents one case in which a professor with a traditional instructional model became motivated to pursue instructional change in his introductory microbiology course. A single-case qualitative study was conducted to document the professor's initial effort at instructional reform. Results indicated that his utilization and understanding of reform-based instructional strategies improved over the course of one semester. Furthermore, this sustained effort of reform resulted in positive opinions developed by the professor regarding the use of reform-based instructional strategies in the future.

Multimedia Instructional Tools' Impact on Student Motivation and Learning Strategies in Computer Applications Courses

ERIC Educational Resources Information Center

Chapman, Debra; Wang, Shuyan

2015-01-01

Multimedia instructional tools (MMIT) have been identified as a way effectively and economically present instructional material. MMITs are commonly used in introductory computer applications courses as MMITs should be effective in increasing student knowledge and positively impact motivation and learning strategies, without increasing costs. This…

Instructional Strategies and Resource Utility in Language Teaching among Basic Educators in 21st Century Nigeria

ERIC Educational Resources Information Center

Ofodu, Graceful Onovughe

2012-01-01

Learning in the twenty-first century demands learning skills, strategies and utilizing resources which learners can deploy when they leave the school environment. The paper investigates the instructional strategies and resources employed by teachers in teaching and learning English Studies at the basic level of Nigeria's educational system. It…

Blended Learning: Instructional Design Strategies for Maximizing Impact

ERIC Educational Resources Information Center

Adams, Jean

2013-01-01

Although e-learning has improved in quality, reach and learning impact over the past decade, it can be argued that it has not yet lived up to its potential to transform workplace learning. In the drive to increase effectiveness, interest has grown in blended learning, an instructional strategy that combines the use of web-technologies with more…

Brain Based Instruction in Correctional Settings: Strategies for Teachers.

ERIC Educational Resources Information Center

Becktold, Toni Hill

2001-01-01

Brain-based learning strategies (learner choice, movement, small groups) may be inappropriate in corrections for security reasons. Problems encountered in correctional education (attention deficit disorder, learned helplessness) complicate the use of these strategies. Incorporating brain-based instruction in these settings requires creativity and…

Cognitive Strategy Instruction that Really Improves Children's Academic Performance. Cognitive Strategy Training Series. Second Edition.

ERIC Educational Resources Information Center

Pressley, Michael, Ed.; Woloshyn, Vera, Ed.

This volume is the flagship volume in a series on cognitive strategy instruction. While strategies instruction is particularly appropriate for the learning disabled, it is also very useful for normal learners, especially inner city and minority children. The series focuses on conveying strategies instruction methods for use with these children.…

Connecting Effective Instruction and Technology. Intel-elebration: Safari.

ERIC Educational Resources Information Center

Burton, Larry D.; Prest, Sharon

Intel-ebration is an attempt to integrate the following research-based instructional frameworks and strategies: (1) dimensions of learning; (2) multiple intelligences; (3) thematic instruction; (4) cooperative learning; (5) project-based learning; and (6) instructional technology. This paper presents a thematic unit on safari, using the…

Effects of Learning Styles on Online Professional Development with Educators

ERIC Educational Resources Information Center

Aden, Lori Ann Parsley

2010-01-01

Although the field of distance education is growing, according to research, most online courses only use text-based instructional strategies instead of incorporating various instructional strategies to match differing learning styles. Furthermore, studies of learning styles in online professional development courses are limited. Using a…

Instructional Design Strategies Used to Provide Equal Learning Opportunity for Deaf and Hard of Hearing Learners

ERIC Educational Resources Information Center

Mercado Cruz, Daniel

2013-01-01

Traditional classrooms are not being designed with deaf and hard of hearing learners in mind. Providing equal learning opportunities with the use of appropriate instructional design strategies to deaf and hard of hearing learners requires that instructional designers, faculty, and educational institutions understand what accommodations and…

SAT Vocabulary Instruction for High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Terrill, M.C.; Scruggs, T.E.; Mastropieri, M.A.

2004-01-01

A teacher wanted to know whether mnemonic strategies would be useful for high school students with learning disabilities. Over a 6-week period, this teacher taught the students SAT vocabulary words using either a traditional instructional approach or pictorial mnemonic keyword strategies she had developed. At the end of the instructional period,…

Exploring Instructional Strategies and Learning Theoretical Foundations of eHealth and mHealth Education Interventions.

PubMed

Tamim, Suha R; Grant, Michael M

2016-05-19

This qualitative study aimed at exploring how health professionals use theories and models from the field of education to create ehealth and mhealth education interventions in an effort to provide insights for future research and practice on the development and implementation of health promotion initiatives. A purposeful sample of 12 participants was selected, using criterion and snowballing sampling strategies. Data were collected and analyzed from semistructured interviews, planning materials, and artifacts. The findings revealed that none of the participants used a specific learning theory or an instructional model in their interventions. However, based on participants' description, three themes emerged: (1) connections to behaviorist approaches to learning, (2) connections to cognitivist approaches to learning, and (3) connections to constructivist approaches to learning. Suggested implications for practice are (1) the design of a guidebook on the interplay of learning theories, instructional models, and health education and (2) the establishment of communities of practice. Further research can (1) investigate how learning theories and models intertwine with health behavior theories and models, (2) evaluate how the different instructional strategies presented in this study affect learning outcomes and health behavior change processes, and (3) investigate factors behind the instructional strategies choices made by health professionals. © 2016 Society for Public Health Education.

Classification/Categorization Model of Instruction for Learning Disabled Students.

ERIC Educational Resources Information Center

Freund, Lisa A.

1987-01-01

Learning-disabled students deficient in classification and categorization require specific instruction in these skills. Use of a classification/categorization instructional model improved the questioning strategies of 60 learning-disabled students, aged 10 to 12. The use of similar models is discussed as a basis for instruction in science, social…

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

ERIC Educational Resources Information Center

Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.

2017-01-01

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…

Learning how the electron transport chain works: independent and interactive effects of instructional strategies and learners' characteristics.

PubMed

Darabi, Aubteen; Arrastia-Lloyd, Meagan C; Nelson, David W; Liang, Xinya; Farrell, Jennifer

2015-12-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies' in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course (n = 151). Additionally, the participants' cognitive flexibility, prior knowledge, and mental effort in the learning process are also investigated. The data were analyzed using a series of general linear models to compare the strategies. Although the two strategies did not differ significantly in terms of mental model progression and learning outcomes, both groups' mental models progressed significantly. Mental effort and prior knowledge were identified as significant predictors of mental model progression. An interaction between instructional strategy and cognitive flexibility revealed that the backward instruction was more efficient than the conventional (forward) strategy for students with lower cognitive flexibility, whereas the conventional instruction was more efficient for students with higher cognitive flexibility. The results are discussed and suggestions for future research on the possible moderating role of cognitive flexibility in the area of health education are presented.

Some Instructional Strategies for Improving Learning from Distance Teaching Materials.

ERIC Educational Resources Information Center

Marland, P. W.; Store, R. E.

1982-01-01

Examines some traditional instructional strategies used to improve textual materials for learning at a distance, including advance organizers, overviews, pretests, objectives, and inserted questions, together with devices in typography and graphics. Research in each area is reviewed and guidelines are given for using each strategy. An extensive…

Is sequence awareness mandatory for perceptual sequence learning: An assessment using a pure perceptual sequence learning design.

PubMed

Deroost, Natacha; Coomans, Daphné

2018-02-01

We examined the role of sequence awareness in a pure perceptual sequence learning design. Participants had to react to the target's colour that changed according to a perceptual sequence. By varying the mapping of the target's colour onto the response keys, motor responses changed randomly. The effect of sequence awareness on perceptual sequence learning was determined by manipulating the learning instructions (explicit versus implicit) and assessing the amount of sequence awareness after the experiment. In the explicit instruction condition (n = 15), participants were instructed to intentionally search for the colour sequence, whereas in the implicit instruction condition (n = 15), they were left uninformed about the sequenced nature of the task. Sequence awareness after the sequence learning task was tested by means of a questionnaire and the process-dissociation-procedure. The results showed that the instruction manipulation had no effect on the amount of perceptual sequence learning. Based on their report to have actively applied their sequence knowledge during the experiment, participants were subsequently regrouped in a sequence strategy group (n = 14, of which 4 participants from the implicit instruction condition and 10 participants from the explicit instruction condition) and a no-sequence strategy group (n = 16, of which 11 participants from the implicit instruction condition and 5 participants from the explicit instruction condition). Only participants of the sequence strategy group showed reliable perceptual sequence learning and sequence awareness. These results indicate that perceptual sequence learning depends upon the continuous employment of strategic cognitive control processes on sequence knowledge. Sequence awareness is suggested to be a necessary but not sufficient condition for perceptual learning to take place. Copyright © 2018 Elsevier B.V. All rights reserved.

Content, Process, and Product: Modeling Differentiated Instruction

ERIC Educational Resources Information Center

Taylor, Barbara Kline

2015-01-01

Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content--the "what" of instruction; process--the "how" of instruction;…

Classroom Instruction from A to Z: How to Promote Student Learning

ERIC Educational Resources Information Center

Blackburn, Barbara R.

2007-01-01

This book presents strategies you can integrate into everyday instruction in every subject area and across grade levels. It shows teachers how to motivate and engage students with instructional strategies that promote learning. There are 26 chapters in this book, one for each of the letter of the alphabet. The practical examples make it easy to…

D[superscript 4]S[superscript 4]: A Four Dimensions Instructional Strategy for Web-Based and Blended Learning

ERIC Educational Resources Information Center

Abdelaziz, Hamdy A.

2012-01-01

Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for…

Strategies for Individualizing Typing Instruction

ERIC Educational Resources Information Center

Quible, Zane K.

1978-01-01

Strategies to individualize instruction in typewriting classes discussed in the article are the multimedia approach, mechanical pacing devices, computer-assisted instruction, learning activity packages, and several project-type devices. (MF)

Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

ERIC Educational Resources Information Center

Vann, Linda S.

2017-01-01

Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

A Waterfall Design Strategy for Using Social Media for Instruction

ERIC Educational Resources Information Center

Ahern, Terence C.

2016-01-01

Using social media can create a rich learning environment that crosses all content areas. The key to creating this environment is for instructors and designers to match appropriate social media software with the intended learning outcome. This article describes an instructional design strategy that helps educators create learning activities that…

Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students.

ERIC Educational Resources Information Center

Bos, Candace S.; Anders, Patricia L.

1990-01-01

The study, involving 61 learning-disabled junior high students, compared the short-term and long-term effectiveness of definition instruction with interactive vocabulary strategies (semantic mapping, semantic feature analysis, and semantic/syntactic feature analysis). Students participating in the interactive strategies demonstrated greater…

Instructional Strategies to Help Online Students Learn: Feedback from Online Students

ERIC Educational Resources Information Center

Watson, Firm Faith; Castano Bishop, Marianne; Ferdinand-James, Debra

2017-01-01

Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students' learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more…

The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment

ERIC Educational Resources Information Center

Steiner, Hillary H.

2016-01-01

Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated…

Reading and Writing from Multiple Source Documents in History: Effects of Strategy Instruction with Low to Average High School Writers

ERIC Educational Resources Information Center

De La Paz, Susan; Felton, Mark K.

2010-01-01

This study examined the effects of historical reasoning strategy instruction on 11th-grade students. Students learned historical inquiry strategies using 20th Century American history topics ranging from the Spanish-American war to the Gulf of Tonkin incident. In addition, students learned a pre-writing strategy for composing argumentative essays…

Explicit Instruction and Implicit Use of L2 Learning Strategies in Higher Secondary EFL Course Books

ERIC Educational Resources Information Center

Bueno-Alastuey, M. Camino; Agulló, Gloria Luque

2015-01-01

Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher…

Training Positive Attitudes: "I Tried Hard and Did Well!"

ERIC Educational Resources Information Center

Fulk, Barbara J. Mushinski; Mastropieri, Margo A.

1990-01-01

The article describes an instructional intervention appropriate to improving student attitudes and achievement through attributional retraining and instruction in learning strategies, particularly mnemonic strategies. Application of the approach with learning-disabled students in reading comprehension and mathematics is reported. (DB)

Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.

Instructional strategies for online introductory college physics based on learning styles

NASA Astrophysics Data System (ADS)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

A survey of specific individualized instruction strategies in elementary science methods courses in Tennessee teacher education institutions

NASA Astrophysics Data System (ADS)

Hazari, Alan A.

The purpose of the study was to determine the status of individualized science instruction in Tennessee teacher education institutions. Specifically, the study sought to investigate the extent of teaching about and/or use of 31 strategies for individualizing instruction in elementary science teaching methods courses. The individualized instruction frameworks, with strategies for individualizing instruction, were developed by Rowell, et al. in the College of Education at the University of Tennessee, Knoxville. A review of the literature on the preparation of preservice elementary science teachers for individualized instruction in K-8 classrooms revealed very limited research. This investigation sought to identify how the elementary science teacher educators prepared their preservice elementary science teachers to (1) learn about the children they will teach, (2) determine differences among learners, (3) plan for individualized science instruction in the elementary school classroom, and (4) help attend to individual student differences. The researcher prepared and used a 31-item survey to poll elementary science teacher educators in Tennessee. The participants included K-8 educators from 40 state-approved teacher education institutions. The high teacher education institution response rate (72.5%) brought input from institutions of varying sizes, operated privately or publicly across the state of Tennessee. In general, Tennessee elementary science teacher educators reported that they tended to teach about and/or use a fair number of the 31 individualized instruction strategies that involve both learning about K-8 students and their differences. On the other hand, many of these educators provided preservice teachers with quite a bit of the strategies that lead to planning for individualized science instruction and to attending to individual student differences. The two strategies that were the most taught about and/or used in elementary science methods by Tennessee educators were planning for and maintaining an interactive classroom and implementing cooperative learning groups. The two strategies with the lowest rating were using a computer-tracking system to keep student profiles and using commercial tests to determine student placement. Almost 42% of the strategies in the survey were rated high to very high. This indicated that Tennessee educators do regularly include many of these 31 strategies in their elementary science methods courses. Examples include hands-on approach, cooperative learning, thematic and project teaching, learning centers, and the use of the Tennessee Instructional Model. The study also showed that Tennessee science teacher educators in church-related institutions appeared to utilize more of the 31 strategies for individualizing instruction in K-8 classrooms than do the educators in non-church-related institutions. Tennessee K-8 teachers could be better prepared if exposed to as many different and effective pedagogical tools and practices as possible during their education and preparation. A strong science program rich in content and a variety of instructional strategies (including individualized instruction) is needed to help maximize the science learning opportunities for all Tennessee students.

Maximizing Student Success with Differentiated Learning

ERIC Educational Resources Information Center

Morgan, Hani

2014-01-01

Students tend to comprehend little and lose focus of classroom instruction when their teachers fail to use instructional strategies that match students' learning styles. Differentiated instruction can alleviate or eliminate this disengagement. This article describes a case involving a child having difficulty learning and shows how…

Collaborative Instructional Strategies to Enhance Knowledge Convergence

ERIC Educational Resources Information Center

Draper, Darryl C.

2015-01-01

To promote knowledge convergence through collaborative learning activities in groups, this qualitative case study involved a layered approach for the design and delivery of a highly collaborative learning environment incorporating various instructional technologies grounded in learning theory. In a graduate-level instructional technology course,…

Informal Learning in Professional and Personal Life: Implications for Instructional Design and Performance Improvement

ERIC Educational Resources Information Center

Klein, James D.; Moore, Alison L.

2016-01-01

This article focuses on informal learning and its implications for instructional design and performance improvement. The authors begin by sharing a story of how a novice instructional designer employs informal learning strategies in her professional and personal life. Next, they offer a definition of informal learning that encompasses both…

What are the Effects of Implementing Learning-Focused Strategies in Biology and Physical Science Classrooms?

NASA Astrophysics Data System (ADS)

Simmons, Robin

The objective of this study was to determine if Learning-Focused Strategies (LFS) implemented in high school science courses would affect student achievement and the pass rate of biology and physical science Common District Assessments (CDAs). The LFS, specific teaching strategies contained in the Learning-Focused Strategies Model (LFSM) Program were researched in this study. The LFSM Program provided a framework for comprehensive school improvement to those schools that implemented the program. The LFSM Program provided schools with consistent training in the utilization of exemplary practices and instruction. A high school located in the suburbs of Atlanta, Georgia was the focus of this investigation. Twelve high school science classrooms participated in the study: six biology and six physical science classes. Up-to-date research discovered that the strategies contained in the LFSM Program were research-based and highly effective for elementary and middle school instruction. Research on its effectiveness in high school instruction was the main focus of this study. This investigation utilized a mixed methods approach, in which data were examined qualitatively and quantitatively. Common District Assessment (CDA) quantitative data were collected and compared between those science classrooms that utilized LFS and those using traditional instructional strategies. Qualitative data were generated through classroom observations, student surveys, and teacher interviews. Individual data points were triangulated to determine trends of information reflecting the effects of implementing LFS. Based on the data collected in the research study, classrooms utilizing LFS were more successful academically than the classrooms using traditional instructional methods. Derived from the quantitative data, students in LFS classrooms were more proficient on both the biology and physical science Unit 1 CDAs, illustrating the effectiveness of LFS in the science classroom. Key terms: Cognitive teaching strategies, College readiness, Common District Assessments (CDAs), Concept maps, Constructivism, Curriculum, Differentiated Instruction, Instruction, Formative assessments, Learning-Focused Strategies (LFS), Learning-Focused Strategies Model (LFSM), No Child Left Behind (NCLB), Post-secondary institution, Remediation courses, School improvement grant, School reform, Secondary institution, Traditional instructional strategies.

Learning from Instructional Rounds

ERIC Educational Resources Information Center

City, Elizabeth A.

2011-01-01

Instructional rounds are a disciplined way for educators to work together to improve a school's instructional core. The practice combines three common elements of improvement: classroom observation, an improvement strategy, and a network. Instructional rounds differ from supervision and evaluation in that people doing rounds learn something…

Devices and Desires: Integrative Strategy Instruction from a Motivational Perspective.

ERIC Educational Resources Information Center

Vauras, Marja; And Others

1993-01-01

This critique of Edwin Ellis's Integrative Strategy Instruction model comments that analyses are needed concerning the mutual social adaptations of differently disposed (cognitively, motivationally, and emotionally) students with learning disabilities and teachers within the social frames of learning environments. (JDD)

Learning Strategy Instruction: Exploring the Potential of Metacognition.

ERIC Educational Resources Information Center

Mayo, Karen E.

1993-01-01

Focuses on one cognitive strategy, metacognition, and describes the success of this strategy with students of varying ages and abilities. Provides a six-step model for implementing strategy instruction in the classroom. (RS)

Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics

ERIC Educational Resources Information Center

Gambrari, Isiaka Amosa; Yusuf, Mudasiru Olalere; Thomas, David Akpa

2015-01-01

This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together Model (LTM) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The efficacy of Authors developed computer assisted instructional package (CAI) for teaching…

Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

ERIC Educational Resources Information Center

Schmitz, Judith R.

This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving

ERIC Educational Resources Information Center

Gok, Tolga; Gok, Ozge

2016-01-01

The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the…

The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

ERIC Educational Resources Information Center

Kunsting, Josef; Wirth, Joachim; Paas, Fred

2011-01-01

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere; Thomas, David Akpa

2015-01-01

This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together (LT) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The effectiveness of computer assisted instructional package (CAI) for teaching physics concepts in…

Training in Metacognitive Strategies for Students' Vocabulary Improvement by Using Learning Journals (Entrenamiento de estrategias metacognitivas para mejorar vocabulario a través de diarios de aprendizaje)

ERIC Educational Resources Information Center

Diaz, Itala

2015-01-01

This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a…

Instructional Design, Active Learning, and Student Performance: Using a Trading Room to Teach Strategy

ERIC Educational Resources Information Center

Stewart, Alice C.; Houghton, Susan M.; Rogers, Patrick R.

2012-01-01

This research used a quasi-experimental design with two conditions to test the impact of active learning in the context of integrated instructional design. The control condition was a traditional approach to teaching an undergraduate strategy capstone class. The intervention condition was an undergraduate strategy capstone class that was designed…

What We Know about the Impacts of WebQuests: A Review of Research

ERIC Educational Resources Information Center

Abbitt, Jason; Ophus, John

2008-01-01

This article examines the body of research investigating the impacts of the WebQuest instructional strategy on teaching and learning. The WebQuest instructional strategy is often praised as an inquiry-oriented activity, which effectively integrates technology into teaching and learning. The results of research suggest that while this strategy may…

The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

2013-01-01

This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

The Modular Approach (with Strategies) to Learning Motor Skills

DTIC Science & Technology

1980-03-01

Sciencies . ~~LThe findings in this report are not to be construed as an official Dopertment of the Army posotion, unless so designated by other...13 Conducting an Instructional Analysis .. ................ 14 Pre-Instructional Activities .. ............... ..... 16 Instructional Materials ...domains. Further, many processes that underlie a person’s use of strategies to enhance the learning of written material appears to be similar in the

Weaving Mathematical Instructional Strategies into Inclusive Settings.

ERIC Educational Resources Information Center

Karp, Karen S.; Voltz, Deborah L.

2000-01-01

This article describes a framework that allows teachers in inclusive elementary settings to interweave instructional strategies from a variety of paradigms to meet individual learning needs in inclusive mathematics classes. Factors to be considered are highlighted and an instructional continuum from more teacher-centered strategies to more…

The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model

ERIC Educational Resources Information Center

Mosser, Brent Steven

2010-01-01

A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…

The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

ERIC Educational Resources Information Center

Akkakoson, Songyut

2013-01-01

This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

NASA Astrophysics Data System (ADS)

Sezgin Selçuk, Gamze; Sahin, Mehmet; Açıkgöz, Kamile Ün

2011-01-01

This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers ( n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.

Alphanumeric and Graphic Facilitation Effects: Instructional Strategies To Improve Intentional Learning Outcomes.

ERIC Educational Resources Information Center

Wagner, Ellen D.

Two assessment endeavors were undertaken to determine the relative impact of alphanumeric and graphic instructional mediators upon intentional and incidental learning outcomes in applied instructional contexts. The intent of these investigations was to determine the feasibility of embedding strategic organizational cues within instruction to…

Effective Literacy Instructional Strategies in High Academic Growth Classrooms

ERIC Educational Resources Information Center

Jessup, Kathryn

2017-01-01

Instruction--the interaction that takes place between students, teachers, and content--is the foundation in which learning occurs. Effective literacy instruction considers the instructional strategies and foundational teaching components utilized by effective and highly effective teachers during literacy in classrooms of high academic growth. The…

Instructional Competencies Needed to Develop Instructional Strategies for Mobile Learning in Fields of Agricultural Education

ERIC Educational Resources Information Center

Irby, Travis; Strong, Robert

2015-01-01

Mobile learning is an evolving form of technology-based learning. The novelty of mobile learning gives educators a new tool for evaluating how to develop effective instruction for this new medium. A Delphi study was conducted using a 30-member panel comprised of experts across 20 states. The purpose was to determine the competencies needed to…

Effects of Mastery Learning Strategies on Community College Mathematics Students' Achievement and Success Rate.

ERIC Educational Resources Information Center

Abadir, Laila; And Others

The effects of mastery learning strategies, interactive video mathematics (IVM), individualized instruction (IND), and the lecture method on mathematics achievement of community college students was studied. Interactions among instructional methods, gender, and age were examined; and the grade success rate was determined for each instructional…

Instructional Strategies for Enhancing Learning Disabled Students' Reading Comprehension and Comprehension Test Performance.

ERIC Educational Resources Information Center

Wong, Bernice Y. L.

1986-01-01

Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization,…

Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review

ERIC Educational Resources Information Center

Lubin, Jacqueline; Polloway, Edward A.

2016-01-01

Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…

Mathematical Learning Models that Depend on Prior Knowledge and Instructional Strategies

ERIC Educational Resources Information Center

Pritchard, David E.; Lee, Young-Jin; Bao, Lei

2008-01-01

We present mathematical learning models--predictions of student's knowledge vs amount of instruction--that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also…

Instructional Utility and Learning Efficacy of Common Active Learning Strategies

ERIC Educational Resources Information Center

McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

2017-01-01

The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

Empowering Students with Language Learning Strategies: A Critical Review of Current Issues

ERIC Educational Resources Information Center

Rivera-Mills, Susanna V.; Plonsky, Luke

2007-01-01

This article analyzes the body of research literature that has brought us to the state of our current knowledge regarding learning strategies in general and learning strategies Instruction as they relate to second language acquisition (SLA). Three categories are discussed: (1) types of learning strategies, (2) learning autonomy and strategy…

Increasing Retention of Adult Learners in Telecourses through the Incorporation of Learning-Centered Instructional Strategies and the Use of Multiple Modalities for Content Delivery and Interaction.

ERIC Educational Resources Information Center

Nelson, Lin M.

A project was undertaken to increase retention in a health education telecourse by incorporating a competency-based orientation to distance learning and learner-centered instructional strategies into the telecourse, and by using multiple media for content delivery and interaction. A general orientation to distance learning was developed that…

Instructional Strategies to Support Creativity and Innovation in Education

ERIC Educational Resources Information Center

Seechaliao, Thapanee

2017-01-01

The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three…

The Effects of Explicit-Strategy and Whole-Language Instruction on Students' Spelling Ability.

ERIC Educational Resources Information Center

Butyniec-Thomas, Jean; Woloshyn, Vera E.

1997-01-01

Whether explicit-strategy instruction combined with whole-language instruction would improve third graders' spelling more than using either approach alone was studied with 37 students. Findings suggest that young children learn to spell best when they are taught a repertoire of effective strategies in a meaningful context. (SLD)

Effectiveness of Layered Instructional Strategy for Teaching English at Secondary Level

ERIC Educational Resources Information Center

Ali, Shafqat; Idrees, Muhammad; Ahmed, Iftikhar

2009-01-01

This study was conducted to find out the effectiveness of Layered Instructional Strategy (LIS) based on the Elaboration Theory given by Charles M. Reigeluth on the learning achievement of secondary school students in the subject of English. Main objectives were to develop an understanding about instructional strategy, to ascertain the difference…

Roles of Working Memory Performance and Instructional Strategy in Complex Cognitive Task Performance

ERIC Educational Resources Information Center

Cevik, V.; Altun, A.

2016-01-01

This study aims to investigate how working memory (WM) performances and instructional strategy choices affect learners' complex cognitive task performance in online environments. Three different e-learning environments were designed based on Merrill's (2006a) model of instructional strategies. The lack of experimental research on his framework is…

Conceptual Change and Physics Instruction: A Longitudinal Study.

ERIC Educational Resources Information Center

Searle, Peter; Gunstone, Richard F.

This paper reports an action study of conceptual change in mechanics using an instructional strategy based on a constructivist view of learning. The aims of the study were to determine: (1) what effect the instructional strategy had on achieving conceptual change; (2) what devices or strategies students used in their attempts to understand…

Child Predictors of Learning to Control Variables via Instruction or Self-Discovery

ERIC Educational Resources Information Center

Wagensveld, Barbara; Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo

2015-01-01

We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group. Prior to the intervention, cognitive, scientific,…

Methods for Maximizing the Learning Process: A Theoretical and Experimental Analysis.

ERIC Educational Resources Information Center

Atkinson, Richard C.

This research deals with optimizing the instructional process. The approach adopted was to limit consideration to simple learning tasks for which adequate mathematical models could be developed. Optimal or suitable suboptimal instructional strategies were developed for the models. The basic idea was to solve for strategies that either maximize the…

Use of Learner-Centered Instructional Strategies in Higher Education: Doctoral Student Assessments

ERIC Educational Resources Information Center

Browne-Ferrigno, Tricia; Muth, Rodney

2012-01-01

Based on multiple sources, this article concludes that, when learner-centered instructional strategies are used with doctoral students, these adult learners take charge of their individual and collective learning, become accountable for both, and enhance their ability to transfer learning to practice. The students studied skills of developed teams…

A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons

ERIC Educational Resources Information Center

Lewis, Elizabeth; Baker, Dale; Watts, Nievita Bueno; Lang, Michael

2014-01-01

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…

Learning Efficiency of Two ICT-Based Instructional Strategies in Greek Sheep Farmers

ERIC Educational Resources Information Center

Bellos, Georgios; Mikropoulos, Tassos A.; Deligeorgis, Stylianos; Kominakis, Antonis

2016-01-01

Purpose: The objective of the present study was to compare the learning efficiency of two information and communications technology (ICT)-based instructional strategies (multimedia presentation (MP) and concept mapping) in a sample (n = 187) of Greek sheep farmers operating mainly in Western Greece. Design/methodology/approach: In total, 15…

Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment

ERIC Educational Resources Information Center

Inan, Fethi A.; Flores, Raymond; Ari, Fatih; Arslan-Ari, Ismahan

2011-01-01

The purpose of this study was to document the design and development of an adaptive system which individualizes instruction such as content, interfaces, instructional strategies, and resources dependent on two factors, namely student motivation and prior knowledge levels. Combining adaptive hypermedia methods with strategies proposed by…

A New Comparison of Active Learning Strategies to Traditional Lectures for Teaching College Astronomy

ERIC Educational Resources Information Center

LoPresto, Michael C.; Slater, Timothy F.

2016-01-01

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning…

Teaching Children with Language-Learning Disabilities to Plan and Revise Compare-Contrast Texts

ERIC Educational Resources Information Center

Shen, Mei; Troia, Gary A.

2018-01-01

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

ERIC Educational Resources Information Center

House, J. Daniel

2006-01-01

An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics…

Integrating Vocabulary Learning Strategy Instruction into EFL Classrooms

ERIC Educational Resources Information Center

Lai, Ying-Chun

2013-01-01

In the current study, explicit vocabulary learning strategy instruction was integrated into an EFL curriculum to investigate its effects on learners' vocabulary acquisition. A total of 180 EFL learners enrolled in the freshmen English program at a university in Taiwan participated in the study. The participants were guided to explore and practice…

Differentiated Instructional Strategies to Accommodate Students with Varying Needs and Learning Styles

ERIC Educational Resources Information Center

Gentry, Ruben; Sallie, April P.; Sanders, Carrie A.

2013-01-01

Students enter classrooms with different abilities, learning styles, and personalities. Educators are mandated to see that all students meet the standards of their district and state. Through the use of differentiated instructional strategies, teachers can meet the varying needs of all students and help them to meet and exceed the established…

In Respect to the Cognitive Load Theory: Adjusting Instructional Guidance with Student Expertise.

PubMed

Schilling, Jim

2017-01-01

The amount of guidance supplied by educators to students in allied health programs is a factor in student learning. According to the cognitive load theory of learning, without adequate instructional support, novice learners will be overwhelmed and unable to store information, while unnecessary guidance supplied to advanced students will cause extraneous cognitive load on the working memory system. Adjusting instructional guidance for students according to their level of expertise to minimize extraneous cognitive load and optimize working memory storage capacity will enhance learning effectiveness. Novice students presented with complex subject matter require significant guidance during the initial stages, using strategies such as worked examples. As students comprehend information, instructional guidance needs to gradually fade to avoid elevated extraneous cognitive load from the expertise reversal effect. An instructional strategy that utilizes a systemic (fixed) or adjustable (adaptive) tapering of guidance to students in allied health programs depending on their expertise will optimize learning capability.

Promoting Transfer in Memory Training for Older Adults

PubMed Central

Cavallini, Elena; Dunlosky, John; Bottiroli, Sara; Hertzog, Christopher; Vecchi, Tomaso

2011-01-01

Background and aims Many studies have focused on memory training in aging showing older adults can improve their performance. Unfortunately the benefits of training rarely generalize to other tasks that were not specifically trained. We investigated the benefits of instruction-based training in promoting transfer effects in older adults. Methods In Experiment 1, we evaluated transfer effects in a training group who practiced using standard mnemonics to learn paired associates and word lists, and this group was provided instructions about how the mnemonics could be used for two of the four transfer tasks (text learning, name-face learning, grocery list learning, place learning). In Experiment 2, we compared transfer effects for two different training groups: one practiced the strategies with the two trained tasks and did not receive instructions and one had the same practice but also received instructions on all the transfer tasks. Results Transfer in text learning occurred in both experiments. Such transfer is particularly interesting considering that text learning was the most dissimilar task in terms of both the nature of the materials and the underlying processes that support performance. Such transfer was reliably greater when training involved instructions about applicability than when it did not. Conclusions Instructions to use practiced strategies on new materials could be a useful technique in promoting transfer in older adults. It seems that the lack of transfer does not necessarily arise from older adults’ inabilities but instead because they do not realize that trained strategies can (or should) be applied to new materials. PMID:19966535

Promoting transfer in memory training for older adults.

PubMed

Cavallini, Elena; Dunlosky, John; Bottiroli, Sara; Hertzog, Christopher; Vecchi, Tomaso

2010-08-01

Many studies have focused on memory training in aging, showing that older adults can improve their performance. Unfortunately, the benefits of training can rarely be generalized to other tasks for which adults were not specifically trained. We investigated the benefits of instruction-based training in promoting transfer effects in older adults. In Experiment 1, we evaluated transfer effects in a training group who practiced using standard mnemonics to learn paired associates and word lists, and this group was given instructions about how the mnemonics could be used for two of the four transfer tasks (text learning, name-face learning, grocery list learning, place learning). In Experiment 2, we compared transfer effects for two different training groups: one practiced the strategies with the two trained tasks and did not receive instructions, and the other had the same practice but also received instructions on all the transfer tasks. Transfer in text learning occurred in both experiments. This transfer is particularly interesting, as text learning was the most dissimilar task in terms of both the nature of the materials and the underlying processes that support performance. The transfer was reliably greater when training involved instructions about applicability than when it did not. Instructions to use practiced strategies on new materials may be a useful technique in promoting transfer in older adults. It seems that the lack of transfer does not necessarily arise from older adults' inabilities, but because they do not realize that trained strategies can (or should) be applied to new materials.

Preparing Brigade Combat Team Soldiers for Mission Readiness Through Research on Intangible Psychological Constructs and their Applications. Phase 2: Measurement and Learning Methods

DTIC Science & Technology

2014-02-01

10 Cognitive Learning Strategies, Metacognitive Strategies, Scaffolding, and Cognitive Tutoring...culture, technology , and instructional practices. 11 7. Motivational and emotional influences on learning - What and how much is learned is...of learning and intangible skills. These resulting set of theories includes: 12 • Cognitive learning strategies, metacognitive strategies

Exploring Small Group Analysis of Instructional Design Cases in Online Learning Environments

ERIC Educational Resources Information Center

Trespalacios, Jesus

2017-01-01

The case-based approach is a constructivist instructional strategy that helps students apply their emerging knowledge by studying design problems in authentic real-world situations. One important instructional strategy in case-based instruction is to analyze cases in small groups before discussing them with the whole class. This study investigates…

Transactional Instruction of Comprehension Strategies: The Montgomery County, Maryland, SAIL Program.

ERIC Educational Resources Information Center

Pressley, Michael; And Others

1994-01-01

Describes a comprehension strategies instruction program called Students Achieving Independent Learning (SAIL). Relates the program to reader response and transactional theories of reading. Shows how the program works in one school system. Compares SAIL with basal series instruction programs. (HB)

What Research Says about Vocabulary Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Jitendra, Asha K.; Edwards, Lana L.; Sacks, Gabriell; Jacobson, Lisa A.

2004-01-01

This article summarizes published research on vocabulary instruction involving students with learning disabilities. Nineteen vocabulary studies that comprised 27 investigations were located. Study interventions gleaned from the review included keyword or mnemonic approaches, cognitive strategy instruction (e.g., semantic features analysis), direct…

College Preparation for Students with Learning Disabilities: A Curriculum Approach.

ERIC Educational Resources Information Center

Whinnery, Keith W.

1992-01-01

A college preparation curriculum relevant to the needs of students with learning disabilities is presented, focusing on early planning, instructional modifications, strategy instruction, and support services. (JDD)

Improving Recall Using Database Management Systems: A Learning Strategy.

ERIC Educational Resources Information Center

Jonassen, David H.

1986-01-01

Describes the use of microcomputer database management systems to facilitate the instructional uses of learning strategies relating to information processing skills, especially recall. Two learning strategies, cross-classification matrixing and node acquisition and integration, are highlighted. (Author/LRW)

Resource Letter ALIP-1: Active-Learning Instruction in Physics

NASA Astrophysics Data System (ADS)

Meltzer, David E.; Thornton, Ronald K.

2012-06-01

This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

Learning-Disabled Children: General Suggestions for Maximizing Instruction.

ERIC Educational Resources Information Center

Telzrow, Cathy F.; Speer, Barbara

1986-01-01

Effective intervention strategies for learning disabled students should recognize such cognitive deficiencies as weaknesses in attention, memory deficits, and problems in generalizing and abstracting information. Approaches which emphasize enhanced learning processes include: self-monitoring; repetition and deliberate instruction in control…

Evaluation of iTunes University Courses through Instructional Design Strategies and m-Learning Framework

ERIC Educational Resources Information Center

Tseng, Hung Wei; Tang, Yingqi; Morris, Betty

2016-01-01

As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies…

[The application of new technologies to solving maths problems for students with learning disabilities: the 'underwater school'].

PubMed

Miranda-Casas, A; Marco-Taverner, R; Soriano-Ferrer, M; Melià de Alba, A; Simó-Casañ, P

2008-01-01

Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI).

Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England

NASA Astrophysics Data System (ADS)

Yangambi, Matthieu Wakalewae

2005-12-01

Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least effective. The results of this study may inform education policy makers and school systems about instructional strategies to implement in classrooms in order to meet the learning needs of every student. Recommendations for practice are included.

Team-Based Learning Instruction for Responsible Conduct of Research Positively Impacts Ethical Decision-Making

PubMed Central

McCormack, Wayne T.; Garvan, Cynthia W.

2013-01-01

Common practices for responsible conduct of research (RCR) instruction have recently been shown to have no positive impact on and possibly to undermine ethical decision-making (EDM). We show that a team-based learning (TBL) RCR curriculum results in some gains in decision ethicality, the use of more helpful meta-cognitive reasoning strategies in decision-making, and elimination of most negative effects of other forms of RCR instruction on social–behavioral responses. TBL supports the reasoning strategies and social mechanisms that underlie EDM and ethics instruction, and may provide a more effective method for RCR instruction than lectures and small group discussion. PMID:24073606

Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society

ERIC Educational Resources Information Center

Suprabha, K.; Subramonian, G.

2015-01-01

Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper…

Teaching Strategies for Early Childhood Environments: A Selective Review.

ERIC Educational Resources Information Center

Allen, K. Eileen; Rowbury, Trudylee G.

The review of teaching strategies examines four areas of potential ecological impact on effective learning in young children--methods for curriculum organization, antecedent instructional events, consequent instructional events, and packages or combinations of instructional events. Four methods of curriculum organization are explained including…

Focusing Teaching on Students: Examining Student Perceptions of Learning Strategies

ERIC Educational Resources Information Center

Lumpkin, Angela; Achen, Rebecca; Dodd, Regan

2015-01-01

This study examined undergraduate and graduate students' perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials…

Exploring the Dynamic System of TCFL: Individual Differences, Learning and Instruction

ERIC Educational Resources Information Center

Su, Henghua

2012-01-01

In the setting of TCFL, this dissertation is an exploration of the dynamic development of individual differences and the learning and instruction environment. Major research studies done on motivation and learning strategies are reviewed. The motivation research in foreign language learning is introduced from three different perspectives in…

Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms

ERIC Educational Resources Information Center

Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.; Cornelius, Kyena E.

2016-01-01

Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated small-group instruction is ideal for students with learning disabilities, whole-group instruction continues to be the predominant instructional model in inclusive classrooms. This can create major…

Vocabulary Instruction: Research to Practice. Second Edition

ERIC Educational Resources Information Center

Kame'enui, Edward J., Ed.; Baumann, James F., Ed.

2012-01-01

This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games…

Reader Response Theory and Related Instructional Strategies. Learning Package No. 24.

ERIC Educational Resources Information Center

Collins, Norma; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on reader response theory and related instructional strategies is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on…

Rapid E-learning Development Strategies and a Multimedia Project Design Model

ERIC Educational Resources Information Center

Sözcü, Ömer Faruk; Ipek, Ismail

2014-01-01

The purpose of the study is to discuss e-learning design strategies which can be used for multimedia projects as a design model. Recent advances in instructional technologies have been found to be very important in the design of training courses by using rapid instructional design (ID) approaches. The approaches were developed to use in training…

Enhancing Competence and Autonomy in Computer-Based Instruction Using a Skill-Challenge Balancing Strategy

ERIC Educational Resources Information Center

Kim, Jieun; Ryu, Hokyoung; Katuk, Norliza; Wang, Ruili; Choi, Gyunghyun

2014-01-01

The present study aims to show if a skill-challenge balancing (SCB) instruction strategy can assist learners to motivationally engage in computer-based learning. Csikszentmihalyi's flow theory (self-control, curiosity, focus of attention, and intrinsic interest) was applied to an account of the optimal learning experience in SCB-based learning…

Effect of Instructional Strategy on Critical Thinking and Content Knowledge: Using Problem-Based Learning in the Secondary Classroom

ERIC Educational Resources Information Center

Burris, Scott; Garton, Bryan L.

2007-01-01

The purpose of the study was to determine the effect of problem-based learning (PBL) on critical thinking ability and content knowledge among selected secondary agriculture students in Missouri. The study employed a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two instructional strategies: problem-based…

Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities

ERIC Educational Resources Information Center

Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E.

2011-01-01

A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…

Learning How the Electron Transport Chain Works: Independent and Interactive Effects of Instructional Strategies and Learners' Characteristics

ERIC Educational Resources Information Center

Darabi, Aubteen; Arrastia-Lloyd, Meagan C.; Nelson, David W.; Liang, Xinya; Farrell, Jennifer

2015-01-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course…

Multimedia Instructional Tools and Student Learning in a Computer Applications Course

ERIC Educational Resources Information Center

Chapman, Debra L.; Wang, Shuyan

2015-01-01

Advances in technology and changes in educational strategies have resulted in the integration of technology in the classroom. Multimedia instructional tools (MMIT) provide student-centered active-learning instructional activities. MMITs are common in introductory computer applications courses based on the premise that MMITs should increase student…

Multimedia Instructional Tools and Student Learning in Computer Applications Courses

ERIC Educational Resources Information Center

Chapman, Debra Laier

2013-01-01

Advances in technology and changes in educational strategies have resulted in the integration of technology into the classroom. Multimedia instructional tools (MMIT) have been identified as a way to provide student-centered active-learning instructional material to students. MMITs are common in introductory computer applications courses based on…

Multiple Pathways to Learning: An Examination of Universal Design and Online Strategic Learning in Higher Education

ERIC Educational Resources Information Center

Hicks, Maryruth Wilks

2010-01-01

The purpose of this study was to examine the effectiveness of universally designed (UD) instruction on strategic learning in an online, interactive learning environment (ILE). The research focused on the premise that the customizable, media-based framework of UD instruction might influence diverse online learning strategies. This study…

Using Learning Decomposition and Bootstrapping with Randomization to Compare the Impact of Different Educational Interventions on Learning

ERIC Educational Resources Information Center

Feng, Mingyu; Beck, Joseph E.; Heffernan, Neil T.

2009-01-01

A basic question of instructional interventions is how effective it is in promoting student learning. This paper presents a study to determine the relative efficacy of different instructional strategies by applying an educational data mining technique, learning decomposition. We use logistic regression to determine how much learning is caused by…

A Quasi-Experimental Validation of Transactional Strategies Instruction with Previously Low-Achieving, Second-Grade Readers. Reading Research Report No. 33.

ERIC Educational Resources Information Center

Brown, Rachel; And Others

A study investigated the effectiveness of the Students Achieving Independent Learning (SAIL) program, an educator-developed approach to transactional strategies instruction (TSI). Five groups of six previously low-achieving second-grade students received a year of transactional strategies instruction and five groups of six students received a year…

Explicit Vocabulary Instruction

ERIC Educational Resources Information Center

Young-Davy, Belinda

2014-01-01

One of the questions facing language instructors is how direct vocabulary instruction should be. Much recent research into vocabulary acquisition and studies of learning strategies strongly indicates that the explicit vocabulary learning vs. implicit vocabulary learning issue is not a dichotomy, but rather a continuum (Hunt and Belgar, 2005; Lee…

Strategies for Learners with Special Needs in Marketing and Distributive Education.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Missouri LINC.

This Vocational Instructional Management System (VIMS) module addresses general information related to the instructional/teaching strategies and cognitive/learning strategies for special needs students in marketing and distributive education. In addition, specific strategies are suggested as they relate to Access Skills objectives for some of the…

Instruction in high schools: the evidence and the challenge.

PubMed

Corcoran, Tom; Silander, Megan

2009-01-01

The combined effects of standards-based reforms and accountability demands arising from recent technological and economic changes, say Tom Corcoran and Megan Silander, are requiring high schools to accomplish something they have never been required to do-ensure that substantially all students achieve at a relatively high level. Meeting that challenge, say the authors, will require high schools to improve the effectiveness of their core technology-instruction. The authors first examine how organizational structures affect instruction. Most high schools, they say, organize instruction by subject or discipline, thus encouraging an isolated and independent approach to teaching rather than one in which teachers are guided by a shared vision or goals. Many schools have focused on increasing teacher collaboration, often through teaming, interdisciplinary teaching, or professional learning communities. Citing limited evidence that these reforms improve instruction and learning, Corcoran and Silander urge researchers to examine whether the changes help schools implement specific instructional reforms and support sustained efforts to improve instruction. Next the authors explore the effects on student learning of instructional strategies such as interdisciplinary teaching, cooperative learning, project-based learning, adaptive instruction, inquiry, and dialogic teaching. The evidence suggests the power of well-designed student grouping strategies, of allowing students to express their ideas and questions, and of offering students challenging tasks. But, the authors say, less than half of American high school students report working in groups, and little class time is devoted to student-centered discussions. The authors conclude that schools should promote the use of proven instructional practices. In addition, teachers should systematically monitor how students vary in what they are learning and adapt their instruction in response to students' progress and needs, in the process learning more about what variations in instruction respond most effectively to common variations in students' learning. The authors argue that such "adaptive instruction" has the greatest potential for success in today's standards-based policy environment with its twin values of equity and excellence.

Integrating Computer-Mediated Communication Strategy Instruction

ERIC Educational Resources Information Center

McNeil, Levi

2016-01-01

Communication strategies (CSs) play important roles in resolving problematic second language interaction and facilitating language learning. While studies in face-to-face contexts demonstrate the benefits of communication strategy instruction (CSI), there have been few attempts to integrate computer-mediated communication and CSI. The study…

A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

ERIC Educational Resources Information Center

Shieh, Chich-Jen; Yu, Lean

2016-01-01

In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

Analysis of the Learning Styles of Diverse Student Populations and Implications for Higher Education Instructional Change

ERIC Educational Resources Information Center

Novogrodsky, Dorothy

2012-01-01

Higher education is one of the last institutions of learning to embrace the challenge of learner diversity that exists everywhere today (Dunn & Griggs, 2000; Rowley, Lujan, Dolence, 1998). This investigation explored the relationships between perceived preferred instructional strategies and student learning styles of learning-style aware…

Supplantation versus Generative Models: Implications for Designers of Instructional Text.

ERIC Educational Resources Information Center

Smith, Patricia L.

Two instructional design alternatives are described and discussed: (1) the supplantation model of Ausburn and Ausburn (1978), where learning strategies are built into the instructional materials; and (2) a generative design model, where strategies are "built" into the learner. These contrasting models are proposed as representing the…

Creating a Cycle of Continuous Improvement through Instructional Rounds

ERIC Educational Resources Information Center

Meyer-Looze, Catherine L.

2015-01-01

Instructional Rounds is a continuous improvement strategy that focuses on the technical core of educational systems as well as educators collaborating side-by-side. Concentrating on collective learning, this process only makes sense within an overall strategy of improvement. This case study examined the Instructional Rounds process in a northern…

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Second Edition

ERIC Educational Resources Information Center

Dean, Ceri B.; Stone, BJ; Hubbell, Elizabeth; Pitler, Howard

2012-01-01

First published in 2001, "Classroom Instruction That Works" revolutionized teaching by linking classroom strategies to evidence of increased student learning. Now this landmark guide has been reenergized and reorganized for today's classroom with new evidence-based insights and a refined framework that strengthens instructional planning. Whether…

Cognitive Academic Learning Approaches through ESL Content Area Instruction with Career Exploration Strategies (Project CALA). Final Evaluation Report, 1992-93. OER Report.

ERIC Educational Resources Information Center

Guadalupe, Deana R.

This report presents an evaluation of the Cognitive Academic Learning Approaches through ESL Content Area Instruction with Career Exploration Strategies (Project CALA)), an Elementary and Secondary Education Act Title VII-funded project in its fifth and last year of operation at International High School, a bilingual special alternative high…

Assessment and Instruction Preferences and Their Relationship with Test Anxiety and Learning Strategies

ERIC Educational Resources Information Center

Birenbaum, Menucha

2007-01-01

The relationship between assessment and instruction preferences of undergraduate students was examined as well as the extent to which the combined set of preferences differentiates among four groups of students defined by their levels of test anxiety and learning strategies (high in both, low in both or high in one and low in the other). The…

Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics

ERIC Educational Resources Information Center

Adani, Anthony; Eskay, Michael; Onu, Victoria

2012-01-01

This quasi-experimental study examined the effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Two research questions and one null hypothesis were formulated to guide the study. The study adopted a non-randomized pre-test and post-test control group design with one experimental…

Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Miller, Katie M.; Little, Mary E.

2018-01-01

The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…

An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students' Creative Thinking Abilities

ERIC Educational Resources Information Center

Khuana, Khwanchai; Khuana, Tanthip; Santiboon, Toansakul

2017-01-01

Designing the instructional model with the innovative the "Research-Based Learning Strategy Lesson Plans" of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item…

Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies

ERIC Educational Resources Information Center

Glogger, Inga; Schwonke, Rolf; Holzapfel, Lars; Nuckles, Matthias; Renkl, Alexander

2012-01-01

Recently, there have been efforts to rethink assessment. Instead of informing about (relatively stable) learner characteristics, assessment should assist instruction by looking at the learning process, facilitating feedback about what students' next step in learning could be. Similarly, new forms of strategy assessment aim at capturing…

Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

ERIC Educational Resources Information Center

Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

2016-01-01

Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…

Does a Strategy Training Foster Students' Ability to Learn from Multimedia?

ERIC Educational Resources Information Center

Scheiter, Katharina; Schubert, Carina; Gerjets, Peter; Stalbovs, Kim

2015-01-01

Despite the general effectiveness of multimedia instruction, students do not always benefit from it. This study examined whether students' learning from multimedia can be improved by teaching them relevant learning strategies. On the basis of current theories and research on multimedia learning, the authors developed a strategy training for…

Cooperative Education Is a Superior Strategy for Using Basic Learning Processes.

ERIC Educational Resources Information Center

Reed, V. Gerald

Cooperative education is a learning strategy that fits very well with basic laws of learning. In fact, several basic important learning processes are far better adapted to the cooperative education strategy than to methods that lean entirely on classroom instruction. For instance, cooperative education affords more opportunities for reinforcement,…

Learning Problems Reported by College Students: Are They Using Learning Strategies?

ERIC Educational Resources Information Center

Rachal, K. Chris; Daigle, Sherri; Rachal, Windy S.

2007-01-01

As teachers of higher education, we expect students to enter college with some understanding of what it means to be an effective learner and the ability to apply effective learning strategies. Unfortunately, many students do not develop effective learning strategies unless they receive explicit instruction and the opportunity to apply these…

How Teachers Teach and Students Learn: "Successful Strategies for School." OECD Education Working Papers, No. 130

ERIC Educational Resources Information Center

Echazarra, Alfonso; Salinas, Daniel; Méndez, Ildefonso; Denis, Vanessa; Rech, Giannina

2016-01-01

This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented…

An Instructional Strategy Framework for Online Learning Environments.

ERIC Educational Resources Information Center

Johnson, Scott D.; Aragon, Steven R.

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research…

The Strategic Use of Scaffolded Instruction in Social Studies Interventions for Students with Learning Disabilities

ERIC Educational Resources Information Center

Ciullo, Stephen; Dimino, Joseph A.

2017-01-01

Several components of specialized instruction have historically influenced text-based interventions for students with learning disabilities (LD). This article addresses the unique role of scaffolded instruction, focusing on supporting students with LD to help them to develop strategies that promote reading for understanding and writing in social…

Differentiating Instruction for Students with Learning Disabilities: Best Teaching Practices for General and Special Educators.

ERIC Educational Resources Information Center

Bender, William N.

This book provides classroom-proven strategies designed to empower the teacher to target instructional modifications to the content, process, and products for students with learning disabilities in the general and special education classrooms. Chapter 1 presents the concept of differentiated instruction and how that concept translates into…

Effects of Student-Facilitated Learning on Instructional Facilitators

ERIC Educational Resources Information Center

Bonner, Sarah M.; Somers, Jennifer A.; Rivera, Gwendelyn J.; Keiler, Leslie S.

2017-01-01

We investigated perceptions about learning strategy use and instructional roles among a sample of high needs adolescents (n = 230) who acted as near-peer instructional facilitators. The sample was drawn from science and mathematics classes in nonselective public secondary schools in New York City. Students participated in an inschool intervention…

Interaction and the Online Distance Classroom: Do Instructional Methods Effect the Quality of Interaction?

ERIC Educational Resources Information Center

Kanuka, Heather

2011-01-01

In this special issue, I bring together two studies to provide a comprehensive overview on diverse and interactive instructional methods aimed to facilitate higher levels of learning. One study explored the effects of group interaction using different instructional strategies focusing on the learning "process" using the Community of Inquiry…

Learning and performance under alternative instructional manifestations of experimental practice

NASA Astrophysics Data System (ADS)

Ford, Michael J.

Before we can understand how students learn "to do" science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.

Biotechnology Education: A Multiple Instructional Strategies Approach.

ERIC Educational Resources Information Center

Dunham, Trey; Wells, John; White, Karissa

2002-01-01

Provides a rationale for inclusion of biotechnology in technology education. Describes an instructional strategy that uses behaviorist, cognitive, and constructivist learning theories in two activities involving photobioreactors and bovine somatotropin (growth hormone). (Contains 39 references.) (SK)

The Study on Reading Strategy of Students Learning Japanese as a Second Language.

ERIC Educational Resources Information Center

Toriyama, Kyoko

A study investigated whether a classification scheme for learning strategies used in ESL (English-as-a-Second-Language) instruction is applicable to strategies used in learning Japanese as a second language. Four metacognitive strategies were examined (directed attention, selective attention, self-monitoring, self-management). Subjects were 30…

Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study

ERIC Educational Resources Information Center

Wang, Shu-Ming; Hou, Huei-Tse; Wu, Sheng-Yi

2017-01-01

Instructional strategies can be helpful in facilitating students' knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional…

Adaptive Instruction: Building on Diversity.

ERIC Educational Resources Information Center

Wang, Margaret C.

1980-01-01

The use of alternative instructional strategies and resources to meet the learning needs of individual students incorporates the diagnosis of student learning progress, the teaching of self-management skills, organizational supports, and family involvement into an effective educational program. (JN)

The Effect of Instruction in the Paraphrasing Strategy on Reading Fluency and Comprehension.

ERIC Educational Resources Information Center

Lee, Steven W.; Von Colln, Theresa

Cognitive strategy instruction is currently garnering much attention in the literature as an effective means of teaching children who display learning difficulties in a wide variety of academic areas. In reading, the Paraphrasing Strategy, which is one of an array of strategies used in the Strategies Intervention Model (SIM) (Schumaker, Deshler, &…

Fostering First-Graders' Reasoning Strategies with the Most Basic Sums

ERIC Educational Resources Information Center

Purpura, David J.; Baroody, Arthur J.; Eiland, Michael D.; Reid, Erin E.

2012-01-01

In a meta-analysis of 164 studies, Alfieri, Brooks, Aldrich, and Tenenbaum (2010) found that assisted discovery learning was more effective than explicit instruction or unassisted discovery learning and that explicit instruction resulted in more favorable outcomes than unassisted discovery learning. In other words, "unassisted discovery does…

Understanding and responding the students in learning mathematics through the differentiated instruction

NASA Astrophysics Data System (ADS)

Hapsari, T.; Darhim; Dahlan, J. A.

2018-05-01

This research discusses the differentiated instruction, a mathematic learning which is as expected by the students in connection with the differentiated instruction itself, its implementation, and the students’ responses. This research employs a survey method which involves 62 students as the research respondents. The mathematics learning types required by the students and their responses to the differentiated instruction are examined through questionnaire and interview. The mathematics learning types in orderly required by the students, from the highest frequency cover the easily understood instructions, slowly/not rushing teaching, fun, not complicated, interspersed with humour, various question practices, not too serious, and conducive class atmosphere for the instructions. Implementing the differentiated instruction is not easy. The teacher should be able to constantly assess the students, s/he should have good knowledge of relevant materials and instructions, and properly prepare the instructions, although it is time-consuming. The differentiated instruction is implemented on the instructions of numerical pattern materials. The strategies implemented are flexible grouping, tiered assignment, and compacting. The students positively respond the differentiated learning instruction that they become more motivated and involved in the instruction.

Using Content Acquisition Podcasts to Deliver Core Content to Preservice Teacher Candidates

ERIC Educational Resources Information Center

Kennedy, Michael J.; Kellems, Ryan O.; Thomas, Cathy Newman; Newton, Jennifer R.

2015-01-01

Teacher educators are always looking for instructional strategies that are easy to create and use but are powerful for promoting learning among preservice teacher candidates. Content acquisition podcasts (CAPs) is an example of an instructional strategy that embeds evidence-based instructional design principles to package and deliver critical…

Effects of Instructional Preparation Strategies on Problem Solving in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Lee, Young-Jin

2010-01-01

This study reports the effects of different types of instructional preparation strategies on the problem solving performance of college students taking an introductory physics class. Students were divided into four equally skilled groups and solved the same physics problems after receiving different instructional preparations (engaging in…

Research-Proven Instructional Strategies Engage, Motivate and Support Students in Meeting Higher Standards

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2011

2011-01-01

Instructional strategies make a difference in whether students are engaged in learning and are profiting from their time in class. High schools, technology centers and middle grades schools are encouraging teachers to adopt new teaching techniques and are providing opportunities for teachers to work together to improve their instructional skills…

Seven Teachers' Acceptance of Transactional Strategies Instruction during Their First Year Using It.

ERIC Educational Resources Information Center

El-Dinary, Pamela Beard; Schuder, Ted

1993-01-01

Interviews and observations revealed that only two of seven teachers fully accepted the Students Achieving Independent Learning (SAIL) program, a strategies-based approach to reading instruction. A major challenge seemed to be that the teachers did not know how to coordinate SAIL with other reading instruction. (MDM)

Elementary-School Mathematics Instruction and Achievement of Fourth-Grade Students in Japan: Findings from the TIMSS 2007 Assessment

ERIC Educational Resources Information Center

House, J. Daniel

2009-01-01

Research findings indicate that specific instructional strategies, such as the use of real-world examples and independent learning activities, are positively related to mathematics achievement. This study was designed to investigate relationships between classroom instructional strategies and mathematics achievement of elementary-school students…

The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities.

PubMed

Tournaki, Nelly

2003-01-01

Forty-two second-grade general education students and 42 students with learning disabilities (LD) were taught basic, one-digit addition facts (e.g., 5 + 3 = _). Students received instruction via (a) a minimum addend strategy, (b) drill and practice, or (c) control. The effectiveness of the two methods was measured through students' accuracy and latency scores on a posttest and a transfer task (e.g., 5 + 3 + 7 =_). Students with LD improved significantly only in the strategy condition, as compared to drill-and-practice and control conditions, whereas general education students improved significantly both in the strategy and the drill-and-practice conditions as compared to the control condition. However, in the transfer task, students from all groups became significantly more accurate only in the strategy condition, while all students were significantly faster than their control group peers regardless of teaching method. The implications for teachers' differential choices of methods of instruction for students with different learning characteristics are discussed.

The Effects of Learning Strategies Instruction on Metacognitive Knowledge, Using Metacognitive Skills and Academic Achievement (Primary Education Sixth Grade Turkish Course Sample)

ERIC Educational Resources Information Center

Caliskan, Muhittin; Sunbul, Ali Murat

2011-01-01

This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive skills, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Orgeneral Tural and Dikmeli Primary Schools located…

A Case Study of Web-Based Instruction (WBI): The Effectiveness of Using Frontpage Feedback System (FFS) as Metacognition Strategy for Freshmen Biology Teaching

ERIC Educational Resources Information Center

Wang, Tzu-Hua; Wang, Wei-Lung; Wang, Kuo-Hua; Huang, Hsih-Chieh

2004-01-01

This research aims to develop a Metacognition strategy for Web-Based Instruction (WBI) to stimulate reflective questions in biology learning to run Frontpage Feedback System (FFS) embedded in web pages, and thus to evaluate the influence of this internet-teaching style on biology learning among freshmen. According to the questionnaire survey, we…

Instructional Strategies and Students' Academic Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional Skills for Structuring Appropriate Learning Experiences for Students

ERIC Educational Resources Information Center

Onweh, Vincent E.; Akpan, Udeme Timothy

2014-01-01

The study investigated the effects of instructional strategies on students' academic performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional skills are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes…

Learning Word Meanings: A Comparison of Instructional Procedures

ERIC Educational Resources Information Center

Pany, Darlene; Jenkins, Joseph R.

1978-01-01

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Compared were the effects of three instructional strategies on the reading comprehension of six 9- to 11-year-old learning disabled students in a resource program. (BD)

Learning Strategy Instruction in the Foreign Language Classroom: Writing.

ERIC Educational Resources Information Center

Chamot, Anna Uhl; And Others

This resource guide is designed to provide foreign language teachers with suggestions for helping students learn how to become better language learners. The five chapters of the guide for teaching writing skills are as follows: (1) Teaching Learning Strategies (e.g., rationale for teaching, types, useful strategies, guidelines, instructional…

Self-Regulated Learning Strategies in Relation with Statistics Anxiety

ERIC Educational Resources Information Center

Kesici, Sahin; Baloglu, Mustafa; Deniz, M. Engin

2011-01-01

Dealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies…

A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment

NASA Astrophysics Data System (ADS)

Noseworthy, Mark Joseph

2011-12-01

This research titled 'A Study to Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy in an EFL (English as a Foreign Language) Environment' is an ethnographic study based on grounded theory principles and research design. The essence of the research was to answer five research questions that would ultimately create a foundation for instructional strategies allowing science instructors to foster science literacy in an EFL environment. The research attempts to conceptualize the research participants' instructional strategies that promote strong science literacy skills. Further to this, consider the complexities that this learning environment inherently offers, where the learning event is occurring in an English environment that is a second language for the learner. The research was designed to generate personal truths that produced common themes as it relates to the five research questions posed in this thesis; what instructional strategies do current post secondary science instructors at one College in Qatar believe foster science literacy in an EFL environment? As well, do science instructors believe that total immersion is the best approach to science literacy in an EFL environment? Is the North American model of teaching/learning science appropriate in this Middle Eastern environment? Are the current modes of teaching/instruction optimizing student's chances of success for science literacy? What do you feel are the greatest challenges for the EFL learner as it relates to science?

Dental and dental hygiene students' diagnostic accuracy in oral radiology: effect of diagnostic strategy and instructional method.

PubMed

Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N

2014-09-01

There has been much debate surrounding diagnostic strategies and the most appropriate training models for novices in oral radiology. It has been argued that an analytic approach, using a step-by-step analysis of the radiographic features of an abnormality, is ideal. Alternative research suggests that novices can successfully employ non-analytic reasoning. Many of these studies do not take instructional methodology into account. This study evaluated the effectiveness of non-analytic and analytic strategies in radiographic interpretation and explored the relationship between instructional methodology and diagnostic strategy. Second-year dental and dental hygiene students were taught four radiographic abnormalities using basic science instructions or a step-by-step algorithm. The students were tested on diagnostic accuracy and memory immediately after learning and one week later. A total of seventy-three students completed both immediate and delayed sessions and were included in the analysis. Students were randomly divided into two instructional conditions: one group provided a diagnostic hypothesis for the image and then identified specific features to support it, while the other group first identified features and then provided a diagnosis. Participants in the diagnosis-first condition (non-analytic reasoning) had higher diagnostic accuracy then those in the features-first condition (analytic reasoning), regardless of their learning condition. No main effect of learning condition or interaction with diagnostic strategy was observed. Educators should be mindful of the potential influence of analytic and non-analytic approaches on the effectiveness of the instructional method.

Using Eye Tracking to Understand the Responses of Learners to Vocabulary Learning Strategy Instruction and Use

ERIC Educational Resources Information Center

Liu, Pei-Lin

2014-01-01

This study examined the influence of morphological instruction in an eye-tracking English vocabulary recognition task. Sixty-eight freshmen enrolled in an English course and received either traditional or morphological instruction for learning English vocabulary. The experimental part of the study was conducted over two-hour class periods for…

Observation of Instruction via Distance Learning: The Need for a New Evaluation Paradigm.

ERIC Educational Resources Information Center

Malone, Bobby G.; Malm, Loren D.; Nay, Fred W.; Oliver, Brad E.; Saunders, Nancy G.; Thompson, Jay C.

The evaluation of instruction via distance learning at the high school and college level offers special challenges, particularly the evaluation of one-way video--two-way audio instructional programs. The role of the teacher is radically changed and teaching strategies and course design are particularly important in a distance leaning environment.…

The Relationship between Self-Regulated Learning Strategies and Student Academic Performance in Flipped Instructional Environments

ERIC Educational Resources Information Center

Long, Janna B.

2016-01-01

The purpose of this study was to investigate the relationship between self-regulated learning (SRL) strategies and student academic performance. Academic performance was measured by final grade (out of 100 points) in courses that were part of the study, and self-regulated learning strategies were assessed by the Motivated Strategies for Learning…

Self-Regulated Strategy Instruction in College Developmental Writing

ERIC Educational Resources Information Center

MacArthur, Charles A.; Philippakos, Zoi A.; Ianetta, Melissa

2015-01-01

The purpose of this study was to evaluate the effects of a curriculum for college developmental writing classes, developed in prior design research and based on self-regulated strategy instruction. Students learned strategies for planning, drafting, and revising compositions with an emphasis on using knowledge of genre organization to guide…

Strategies to Affect Student Awareness of Natural and Social Environments in Outdoor Education: A Resource Guide.

ERIC Educational Resources Information Center

Peters, Richard O.

Several instructional strategies have been developed and employed to affect student awareness of natural and social environmental settings. Three instructional strategy orientations have been structured for affecting student conceptual learning and values acquisition-clarification: affective, cognitive, and affective-cognitive. Outdoor education…

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Teaching Students Who Struggle with Learning to Think before, while, and after Reading: Effects of Self-Regulated Strategy Development Instruction

ERIC Educational Resources Information Center

Mason, Linda H.

2013-01-01

Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading,…

Instructional Curriculum Mapping.

ERIC Educational Resources Information Center

Wager, Walter

Instructional Curriculum Mapping (ICM) is a set of guidelines for diagramming the interrelationships among objectives from different domains of learning. Five major learning domains are identified: (1) intellectual skills; (2) cognitive strategies; (3) verbal information; (4) motor skills; and (5) attitudes. This paper examines the functional…

An Instructional Strategy Framework for Online Learning Environments

ERIC Educational Resources Information Center

Johnson, Scott D.; Aragon, Steven R.

2003-01-01

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. This chapter presents a conceptual framework that can guide the development of online courses by providing a holistic perspective on online teaching and learning. Although this framework is based on well-recognized theories of learning and…

Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention.

PubMed

Congdon, Eliza L; Novack, Miriam A; Brooks, Neon; Hemani-Lopez, Naureen; O'Keefe, Lucy; Goldin-Meadow, Susan

2017-08-01

When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research shows that children learn most from a math lesson when teachers present one problem-solving strategy in speech while simultaneously presenting a different, but complementary, strategy in gesture (Singer & Goldin-Meadow, 2005). One possibility is that gesture is powerful in this context because it presents information simultaneously with speech. Alternatively, gesture may be effective simply because it involves the body, in which case the timing of information presented in speech and gesture may be less important for learning. Here we find evidence for the importance of simultaneity: 3 rd grade children retain and generalize what they learn from a math lesson better when given instruction containing simultaneous speech and gesture than when given instruction containing sequential speech and gesture. Interpreting these results in the context of theories of multimodal learning, we find that gesture capitalizes on its synchrony with speech to promote learning that lasts and can be generalized.

Examining the Effect of Time Constraint on the Online Mastery Learning Approach towards Improving Postgraduate Students' Achievement

ERIC Educational Resources Information Center

Ee, Mong Shan; Yeoh, William; Boo, Yee Ling; Boulter, Terry

2018-01-01

Time control plays a critical role within the online mastery learning (OML) approach. This paper examines the two commonly implemented mastery learning strategies--personalised system of instructions and learning for mastery (LFM)--by focusing on what occurs when there is an instructional time constraint. Using a large data set from a postgraduate…

The Theory and Application of Contextualized Teaching and Learning in Relation to Programs of Study and Career Pathways. Transition Highlights. Issue 2

ERIC Educational Resources Information Center

Kalchik, Stephanie; Oertle, Kathleen Marie

2010-01-01

Contextualized Teaching and Learning (CTL), also known as Contextualized Instruction, is defined as a "diverse family of instructional strategies designed to more seamlessly link the learning of foundational skills and academic or occupational content by focusing teaching and learning squarely on concrete applications in a specific context that is…

Deeper than Blueberries: A Reciprocal Teaching Method Approach to Narrative Text in an Electronically Supported Learning Environment.

ERIC Educational Resources Information Center

Pisha, Bart; Brady, Mary

This paper describes a five-phase, 20-week, computer supported reading comprehension instruction process, which begins with access to powerful supports and direct teacher-mediated instruction. The process involves five phases: (1) fully supported reading and strategy instruction; (2) strategy practice in a fully supported reading environment with…

Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies

ERIC Educational Resources Information Center

Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E.

2012-01-01

This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to…

Implementing and Assessing the Effects of Theatre Infused Reading Instruction in Sixth, Seventh, and Eighth Grade Middle School English Classrooms

ERIC Educational Resources Information Center

Eyerly, William J., Jr.

2017-01-01

Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional…

Teaching Domain-Specific Skills before Peer Assessment Skills Is Superior to Teaching Them Simultaneously

ERIC Educational Resources Information Center

van Zundert, M. J.; Konings, K. D.; Sluijsmans, D. M. A.; van Merrienboer, J.J.G.

2012-01-01

Instruction in peer assessment of complex task performance may cause high cognitive load, impairing learning. A stepwise instructional strategy aimed at reducing cognitive load was investigated by comparing it with a combined instructional strategy in an experiment with 128 secondary school students (mean age 14.0 years; 45.2% male) with the…

Cue Cards: A Self-Regulatory Strategy for Students with Learning Disabilities

ERIC Educational Resources Information Center

Conderman, Greg; Hedin, Laura

2011-01-01

General and special educators have used many instructional strategies to help students with learning disabilities (LD) succeed in school. One of those strategies is cue cards. As a vehicle for supporting evidence-based practices, cue cards help students (a) learn academic and behavioral steps, principles, procedures, processes, and rules; (b)…

An Update on Strategic Learning: It's More Than Textbook Reading Strategies.

ERIC Educational Resources Information Center

Simpson, Michele L.; Nist, Sherrie L.

2000-01-01

Reviews research investigating strategies for reading and studying at the college level. Examines 5 generalizations that emerged: (1) task understanding is critical to strategic learning; (2) beliefs about learning influence how students read and study; (3) quality instruction is essential; (4) a variety of research-based strategies should be…

E-Learning in Universities: Supporting Help-Seeking Processes by Instructional Prompts

ERIC Educational Resources Information Center

Schworm, Silke; Gruber, Hans

2012-01-01

University students are more responsible than school students for their own learning. The role of self-regulated learning increases in virtual e-learning course environments. Academic help-seeking is an important strategy of self-regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived…

The Effect of an Instructional Model Utilizing Hands-on Learning and Manipulatives on Math Achievement of Middle School Students in Georgia

ERIC Educational Resources Information Center

White, Kara Morgan

2012-01-01

The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school…

Improving Self-Determinations Skills in Secondary Students with High-Functioning Autism: An Evaluation Using the Self-Determined Learning Model of Instruction

ERIC Educational Resources Information Center

Wagner Cica, LeeAnn

2017-01-01

This research study investigates the use of the Self-Determined Learning Model of Instruction as a strategy to improve self-determination skills and workforce readiness skills for students' with Asperger syndrome and high-functioning autism spectrum disorder. This study evaluates the effectiveness of integrating SDLMI into classroom instruction to…

A Classification Model and an Open E-Learning System Based on Intuitionistic Fuzzy Sets for Instructional Design Concepts

ERIC Educational Resources Information Center

Güyer, Tolga; Aydogdu, Seyhmus

2016-01-01

This study suggests a classification model and an e-learning system based on this model for all instructional theories, approaches, models, strategies, methods, and technics being used in the process of instructional design that constitutes a direct or indirect resource for educational technology based on the theory of intuitionistic fuzzy sets…

The Effects of Varied Visual Organizational Strategies within Computer-Based Instruction on Factual, Conceptual and Problem Solving Learning.

ERIC Educational Resources Information Center

Haag, Brenda Bannan; Grabowski, Barbara L.

The purpose of this exploratory study was to examine the effectiveness of learner manipulation of visuals with and without organizing cues in computer-based instruction on adults' factual, conceptual, and problem-solving learning. An instructional unit involving the physiology and the anatomy of the heart was used. A post-test only control group…

A comparison of distance education instructional methods in occupational therapy.

PubMed

Jedlicka, Janet S; Brown, Sarah W; Bunch, Ashley E; Jaffe, Lynn E

2002-01-01

The progression of technology is rapidly bringing new opportunities to students and academic institutions, resulting in a need for additional information to determine the most effective strategies for teaching distance learners. The purpose of this study was to compare the effectiveness of three instructional strategies (two-way interactive video and audio, chat rooms, and independent learning) and student preferences regarding instructional methods in a mental health programming distance learning course. Precourse and postcourse surveys were completed by 22 occupational therapy students enrolled in the course. Effectiveness of the teaching methods was determined based on the results of students' examinations. The findings indicated that there were no statistically significant differences in student performance on multiple-choice examinations using the three instructional methods. Of students, 77% indicated a preference for two-way interactive video and audio instruction. To provide effective education via distance learning methods, faculty members need to structure assignments that facilitate interaction and communication among learners. As distance education becomes more commonplace, it is important to identify the methods of instruction that are the most effective in delivering essential course content and the methods that provide the atmosphere most conducive to learning.

Theoretically Based Pedagogical Strategies Leading to Deep Learning in Asynchronous Online Gerontology Courses

ERIC Educational Resources Information Center

Majeski, Robin; Stover, Merrily

2007-01-01

Online learning has enjoyed increasing popularity in gerontology. This paper presents instructional strategies grounded in Fink's (2003) theory of significant learning designed for the completely asynchronous online gerontology classroom. It links these components with the development of mastery learning goals and provides specific guidelines for…

The Integration of Extrarational and Rational Learning Processes: Moving Towards the Whole Learner.

ERIC Educational Resources Information Center

Puk, Tom

1996-01-01

Discusses the dichotomy between rational and nonrational learning processes, arguing for an integration of both. Reviews information processing theory and related learning strategies. Presents a model instructional strategy that fully integrates rational and nonrational processes. Describes implications for teaching and learning of the learning…

Transferring control demands across incidental learning tasks – stronger sequence usage in serial reaction task after shortcut option in letter string checking

PubMed Central

Gaschler, Robert; Marewski, Julian N.; Wenke, Dorit; Frensch, Peter A.

2014-01-01

After incidentally learning about a hidden regularity, participants can either continue to solve the task as instructed or, alternatively, apply a shortcut. Past research suggests that the amount of conflict implied by adopting a shortcut seems to bias the decision for vs. against continuing instruction-coherent task processing. We explored whether this decision might transfer from one incidental learning task to the next. Theories that conceptualize strategy change in incidental learning as a learning-plus-decision phenomenon suggest that high demands to adhere to instruction-coherent task processing in Task 1 will impede shortcut usage in Task 2, whereas low control demands will foster it. We sequentially applied two established incidental learning tasks differing in stimuli, responses and hidden regularity (the alphabet verification task followed by the serial reaction task, SRT). While some participants experienced a complete redundancy in the task material of the alphabet verification task (low demands to adhere to instructions), for others the redundancy was only partial. Thus, shortcut application would have led to errors (high demands to follow instructions). The low control demand condition showed the strongest usage of the fixed and repeating sequence of responses in the SRT. The transfer results are in line with the learning-plus-decision view of strategy change in incidental learning, rather than with resource theories of self-control. PMID:25506336

Strategies Instruction to Improve the Preparation for English Oral Exams

ERIC Educational Resources Information Center

Abad, José Vicente; Alzate, Paula Andrea

2016-01-01

This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students' preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study…

It's all in the delivery! An analysis of instructional strategies from effective health education curricula.

PubMed

Herbert, Patrick C; Lohrmann, David K

2011-05-01

This study explores the relationship between instructional strategies and effective health education curricula. A content analysis of 10 health education curricula was conducted to determine if they include common instructional strategies for actively engaging students in acquisition of health skills. To be included, the curricula had to (1) be research-based and proven via empirical testing to positively influence the health behaviors and (2) address 1 of Centers for Disease Control and Prevention's 6 priority health risk behaviors. Content analysis revealed 5 active learning strategies incorporated to involve students in acquiring health skills. Role play, group cooperation, and small group discussion were found in all 10 curricula. To a lesser extent, interactive technology and team games were also included. When combined with previous research regarding the characteristics of effective teachers, it becomes clear that effective health education is delivered by teachers who employ a wide repertoire of active learning strategies while devoting substantial instructional time to those specific strategies that involve students in skills practice. © 2011, American School Health Association.

From theory to practice: integrating instructional technology into veterinary medical education.

PubMed

Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

2013-01-01

Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

Examining Curricular Integration Strategies To Optimize Learning Of The Anatomical Sciences

NASA Astrophysics Data System (ADS)

Lisk, Kristina Adriana Ayako

Background: Integration of basic and clinical science knowledge is essential to clinical practice. Although the importance of these two knowledge domains is well-recognized, successfully supporting the development of learners' integrated basic and clinical science knowledge, remains an educational challenge. In this dissertation, I examine curricular integration strategies to optimize learning of the anatomical sciences. Objectives: The studies were designed to achieve the following research aims: 1) to objectively identify clinically relevant content for an integrated musculoskeletal anatomy curriculum; 2) to examine the value of integrated anatomy and clinical science instruction compared to clinical science instruction alone on novices' diagnostic accuracy and diagnostic reasoning process; 3) to compare the effect of integrating and segregating anatomy and clinical science instruction along with a learning strategy (self-explanation) on novices' diagnostic accuracy. Methods: A modified Delphi was used to objectively select clinically relevant content for an integrated musculoskeletal anatomy curriculum. Two experimental studies were created to compare different instructional strategies to optimize learning of the curricular content. In both of these studies, novice learners were taught the clinical features of musculoskeletal pathologies using different learning approaches. Diagnostic performance was measured immediately after instruction and one-week later. Results: The results show that the Delphi method is an effective strategy to select clinically relevant content for integrated anatomy curricula. The findings also demonstrate that novices who were explicitly taught the clinical features of musculoskeletal diseases using causal basic science descriptions had superior diagnostic accuracy and a better understanding of the relative importance of key clinical features for disease categories. Conclusions: This research demonstrates how integration strategies can be applied at multiple levels of the curriculum. Further, this work shows the value of cognitive integration of anatomy and clinical science and it emphasizes the importance of purposefully linking the anatomical and clinical sciences in day-to-day teaching.

Learning Strategies for Adolescents with Mild Disabilities

ERIC Educational Resources Information Center

Conderman, Greg; Koman, Kara; Schibelka, Mary; Higgin, Karen; Cooper, Cody; Butler, Jordyn

2013-01-01

Learning strategy instruction is an evidence-based practice for teaching adolescents with mild disabilities. However, researchers have not developed strategies for every content area or skill. Therefore, teachers need to be able develop strategies based on the needs of their students. This article reviews the process for developing and teaching…

Strategies for Teaching Handwriting to the Learning Disabled.

ERIC Educational Resources Information Center

Dice-Ziegler, Barbara

The article outlines six strategies for teaching handwriting to learning disabled elementary students with differing instructional needs. A rationale for the use of each strategy is followed by a step-by-step description of the teaching procedure. Strategy goals include the following: (1) teaching the manuscript alphabet through letter pictures to…

Information Literacy in the 21st Century: Usefulness and Ease of Learning

ERIC Educational Resources Information Center

Fidalgo, Patricia; Thormann, Joan

2017-01-01

This study of teachers in training in UAE addresses Information Literacy skills including ease of learning, usefulness and instructional preferences. Most teachers in training found that IL skills are both useful and ease to learn. Multiple instructional strategies were preferred by the teachers in training. The study also shows that although most…

E-Learning: Students Input for Using Mobile Devices in Science Instructional Settings

ERIC Educational Resources Information Center

Yilmaz, Ozkan

2016-01-01

A variety of e-learning theories, models, and strategy have been developed to support educational settings. There are many factors for designing good instructional settings. This study set out to determine functionality of mobile devices, students who already have, and the student needs and views in relation to e-learning settings. The study…

Maximize a Team-Based Learning Gallery Walk Experience: Herding Cats Is Easier than You Think

ERIC Educational Resources Information Center

Rodenbaugh, David W.

2015-01-01

Team-based learning (TBL) is an instructional strategy that promotes small group learning and peer instruction in a large class environment. TBL is structured to include the following steps: 1) student preparation, e.g., reading/reviewing course lectures, and 2) readiness assurance testing. Preparation and foundational knowledge is assessed on an…

Improving Course Evaluations to Improve Instruction and Complex Learning in Higher Education

ERIC Educational Resources Information Center

Frick, Theodore W.; Chadha, Rajat; Watson, Carol; Zlatkovska, Emilija

2010-01-01

Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a…

The Effect of Mastery Learning Instruction on the Entry-Level Spanish Proficiency of Secondary School Students.

ERIC Educational Resources Information Center

Obando, Ligia Torres; Hymel, Glenn M.

The relationship between instructional treatment manifested as mastery learning and non-mastery learning strategies and various measures of Spanish proficiency was studied with 41 freshmen at an all-female high school in the New Orleans (Louisiana) area. Subjects were grouped homogeneously into 2 classes of 22 and 19 students, representing the…

A New Peer Instruction Method for Teaching Practical Skills in the Health Sciences: An Evaluation of the "Learning Trail"

ERIC Educational Resources Information Center

Dollman, James

2005-01-01

The "Learning Trail" is an innovative application of peer-mediated instruction designed to enhance student learning in large practical classes. The strategy specifically seeks to improve participants' attention to details of protocol that are often difficult to observe during teacher-centered demonstrations to large groups. Students…

Teaching Slope of a Line Using the Graphing Calculator as a Tool for Discovery Learning

ERIC Educational Resources Information Center

Nichols, Fiona Costello

2012-01-01

Discovery learning is one of the instructional strategies sometimes used to teach Algebra I. However, little research is available that includes investigation of the effects of incorporating the graphing calculator technology with discovery learning. This study was initiated to investigate two instructional approaches for teaching slope of a line…

Designing Instruction for the Web: Incorporating New Conceptions of the Learning Process.

ERIC Educational Resources Information Center

Hunt, Nancy P.

New technologies such as Magnetic Resonance Imaging (MRI) and Positron Emission Tomography (PET) have led to recent discoveries about how the brain works and how people learn. The interactive capabilities of World Wide Web-based instructional strategies can be employed to better match how we teach with how we know students learn. This paper…

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

ERIC Educational Resources Information Center

Gardner, Joel; Belland, Brian R.

2017-01-01

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the…

A research strategy for the dynamic study of students' concepts and problem solving strategies using science software

NASA Astrophysics Data System (ADS)

Krajcik, Joseph S.; Simmons, Patricia E.; Lunetta, Vincent N.

Microcomputers and appropriate software have the potential to help students learn. They can also serve as appropriate media for investigating how students learn. In this article we describe a research strategy examining learning and behavior when students interacted with microcomputers and software. Results from two preliminary studies illustrate the strategy.A major feature of the strategy included recording students interacting with microcomputer software interfaced with a VCR. The VCR recorded the video output from a microcomputer and students' verbal commentary via microphone input. This technique allowed students' comments about their observations, perceptions, predictions, explanations, and decisions to be recorded simultaneously with their computer input and the display on the microcomputer monitor.The research strategy described can provide important information about cognitive and affective behaviors of students engaged in using instructional software. Research studies utilizing this strategy can enhance our understanding of how students develop and employ important concepts and scientific relationships, how students develop problem-solving skills and solve problems, and how they interact with instructional software. Results of such studies have important implications for teaching and for the design of instructional software.

Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology.

PubMed

Kaylor, Sara K

2014-02-01

Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. Copyright 2014, SLACK Incorporated.

How Faculty Learn about and Implement Research-Based Instructional Strategies: The Case of Peer Instruction

ERIC Educational Resources Information Center

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-01-01

The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who…

Intelligence moderates the benefits of strategy instructions on memory performance: an adult-lifespan examination.

PubMed

Frankenmolen, Nikita L; Altgassen, Mareike; Kessels, Renée; de Waal, Marleen M; Hindriksen, Julie-Anne; Verhoeven, Barbara; Fasotti, Luciano; Scheres, Anouk; Kessels, Roy P C; Oosterman, Joukje M

2017-01-01

Whether older adults can compensate for their associative memory deficit by using memory strategies efficiently might depend on their general cognitive abilities. This study examined the moderating role of an IQ estimate on the beneficial effects of strategy instructions. A total of 142 participants (aged 18-85 years) received either intentional learning or strategy ("sentence generation") instructions during encoding of word pairs. Whereas young adults with a lower IQ benefited from strategy instructions, those with a higher IQ did not, presumably because they already use strategies spontaneously. Older adults showed the opposite effect: following strategy instructions, older adults with a higher IQ showed a strong increase in memory performance (approximately achieving the level of younger adults), whereas older adults with a lower IQ did not, suggesting that they have difficulties implementing the provided strategies. These results highlight the importance of the role of IQ in compensating for the aging-related memory decline.

Design and Evaluation of a Collaborative Learning Environment

ERIC Educational Resources Information Center

Wang, Qiyun

2009-01-01

Collaboration becomes an essential competency in the current knowledge society. In this study, a collaborative learning environment was designed to facilitate students in group collaboration. Instructional support strategies of friendship and meaningful learning tasks were applied to promote collaboration. Scaffolding strategies such as writing…

Development of a model for whole brain learning of physiology.

PubMed

Eagleton, Saramarie; Muller, Anton

2011-12-01

In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles that describe different information-processing preferences for each brain quadrant. For the middle layer, the different stages of Kolb's learning cycle are classified into the four brain quadrants associated with the different brain processing strategies within the information processing circle. Each of the stages of Kolb's learning cycle is also associated with a specific cognitive learning strategy. These two inner circles are enclosed by the circle representing the role of the environment and instruction on learning. It relates environmental factors that affect learning and distinguishes between face-to-face and technology-assisted learning. This model informs on the design of instructional interventions for physiology to encourage whole brain learning.

Instructional Design: System Strategies.

ERIC Educational Resources Information Center

Ledford, Bruce R.; Sleeman, Phillip J.

This book is intended as a source for those who desire to apply a coherent system of instructional design, thereby insuring accountability. Chapter 1 covers the instructional design process, including: instructional technology; the role of evaluation; goal setting; the psychology of teaching and learning; task analysis; operational objectives;…

Language Learning Strategies, Course Grades, and Age in EFL Secondary School Learners

ERIC Educational Resources Information Center

Tragant, Elsa; Victori, Mia

2012-01-01

In studies dealing with language learning strategies in the school context, the variables of proficiency and age are often difficult to isolate since students accumulate more hours of foreign language instruction as they move up from grade to grade. This study aimed to deal with these two variables independently by analysing learning strategy use…

Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling

ERIC Educational Resources Information Center

Zigic, Sasha; Lemckert, Charles J.

2007-01-01

The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a…

Learning Strategies for Success in a Web-Based Course: A Descriptive Exploration

ERIC Educational Resources Information Center

Hu, Haihong; Gramling, Jennifer

2009-01-01

Web-based distance instruction has become a popular delivery method for education. How are learning strategies helping make the connection between Web-based technologies and educational goals? The purpose of this study was to examine learners' use of self-regulated learning strategies in a Web-based course. Twelve students from an information…

Modified Use of Team-Based Learning for Effective Delivery of Medical Gross Anatomy and Embryology

ERIC Educational Resources Information Center

Vasan, Nagaswami S.; DeFouw, David O.; Holland, Bart K.

2008-01-01

Team-based learning (TBL) is an instructional strategy that combines independent out-of-class preparation for in-class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small-group active learning. Although our strategy is…

Revitalizing Strategy Instruction

ERIC Educational Resources Information Center

Vitalone-Raccaro, Nancy A.

2017-01-01

The national focus on teacher accountability and the resulting emphasis on raising the bar for teacher evaluations challenge teachers of students with learning disabilities (LD) to rethink instructional design and delivery. In response to these challenges, this article introduces a two-part protocol for planning and teaching strategy instruction…

Educational Considerations for Children with Tourette's Syndrome.

ERIC Educational Resources Information Center

Jones, Kevin; Johnson, Genevieve Marie

1993-01-01

This paper describes the prevalence of Tourette's Syndrome and its characteristics. Instructional strategies for students with Tourette's Syndrome are discussed, including a flexible teaching style, a warm and supportive classroom environment, paired and cooperative learning strategies, frequent breaks during instruction, and a safe place to…

Effect of Computer-Based Video Games on Children: An Experimental Study

ERIC Educational Resources Information Center

Chuang, Tsung-Yen; Chen, Wei-Fan

2009-01-01

This experimental study investigated whether computer-based video games facilitate children's cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children's learning achievement. One major research null hypothesis was…

The Power of Choice

ERIC Educational Resources Information Center

Bray, Wendy S.

2009-01-01

Achieving equity in elementary school mathematics instruction involves meeting a diverse range of student learning needs that are inevitably present in mixed-ability classrooms. An instructional strategy that the author has found useful in working toward equity in mathematics class is to introduce opportunities for students to learn to make good…

The Effects of Generative Learning Strategy Prompts and Metacognitive Feedback on Learners' Self-Regulation, Generation Process, and Achievement

ERIC Educational Resources Information Center

Lee, Hyeon Woo

2008-01-01

Instructional designers need to understand the internal processes of learning, identify learners' cognitive difficulties with those processes, and create strategies to help learners overcome those difficulties. Generative learning theory, one conception of human learning about cognitive functioning and process, emphasizes that meaningful learning…

The Relationship between the Learning Strategies and Learning Styles in a Hypermedia Environment.

ERIC Educational Resources Information Center

Liu, Min; Reed, W. Michael

Different learning strategies that are used by field-independent (FI) and field-dependent (FD) people in a hypermedia-assisted instructional setting were studied with 63 international college students for whom English was a second language. The treatment was a semantic network-based hypermedia-assisted language-learning environment to help…

Learning How to Learn: A Student Success Course for at Risk Students

ERIC Educational Resources Information Center

Bowering, Elizabeth R.; Mills, Joanne; Merritt, Allison

2017-01-01

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement, and…

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

PubMed

Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-03-01

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

The Effect of Given Homework upon the Instruction of Self-Regulation Strategies That Were Directed to Develop Self-Regulation Strategies

ERIC Educational Resources Information Center

Eker, Cevat

2013-01-01

The aim of this study is to specify the effect of self-regulation strategies upon the instruction of secondary school 5th grade students, whom were given homework to do. In this research, pretest - posttest control group design of experimental method was used. Self-Regulation Learning Strategies Scale (SRLSS), the sub-dimension of the Motivated…

The Impact of Students' Exploration Strategies on Discovery Learning Using Computer-Based Simulations

ERIC Educational Resources Information Center

Dalgarno, Barney; Kennedy, Gregor; Bennett, Sue

2014-01-01

Discovery-based learning designs incorporating active exploration are common within instructional software. However, researchers have highlighted empirical evidence showing that "pure" discovery learning is of limited value and strategies which reduce complexity and provide guidance to learners are important if potential learning…

Promoting Technology-Assisted Active Learning in Computer Science Education

ERIC Educational Resources Information Center

Gao, Jinzhu; Hargis, Jace

2010-01-01

This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as…

Strategies for Learners with Special Needs in Automobile Mechanics.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Missouri LINC.

This Vocational Instructional Management System (VIMS) module illustrates instructional and cognitive strategies that can be used to teach and learn vocational competencies in automobile mechanics. Seven definitions, seven frequently asked questions, and nine references are included. The following questions are answered: Is it important to teach…

Toward instructional design principles: Inducing Faraday's law with contrasting cases

NASA Astrophysics Data System (ADS)

Kuo, Eric; Wieman, Carl E.

2016-06-01

Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory physics course, a pair of studies compare two instructional strategies for teaching a physics concept: having students (i) explain a set of contrasting cases or (ii) apply and build on previously learned concepts. We compare these strategies for the teaching of Faraday's law, showing that explaining a set of related contrasting cases not only improves student performance on Faraday's law questions over building on a previously learned concept (i.e., Lorentz force), but also prepares students to better learn subsequent topics, such as Lenz's law. These differences persist to the final exam. We argue that early exposure to contrasting cases better focuses student attention on a key feature related to both concepts: change in magnetic flux. Importantly, the benefits of contrasting cases for both learning and enjoyment are enhanced for students who did not first attend a Faraday's law lecture, consistent with previous research suggesting that being told a solution can circumvent the benefits of its discovery. These studies illustrate an experimental approach for understanding how the structure of activities affects learning and performance outcomes, a first step toward design principles for effective instructional materials.

Examining Pre-Service Teacher Competence in Lesson Planning Pertaining to Collaborative Learning

ERIC Educational Resources Information Center

Ruys, Ilse; Van Keer, Hilde; Aelterman, Antonia

2012-01-01

Taking into account the merits of anticipatory reflection, instructional planning is perceived as an important process in the professionalization of teachers. When implementing a complex instructional strategy such as collaborative learning (CL), a thorough preparation becomes even more important. The purpose of the present study was to…

Learner Perceptions of Reliance on Captions in EFL Multimedia Listening Comprehension

ERIC Educational Resources Information Center

Leveridge, Aubrey Neil; Yang, Jie Chi

2014-01-01

Instructional support has been widely discussed as a strategy to optimize student-learning experiences. This study examines instructional support within the context of a multimedia language-learning environment, with the predominant focus on learners' perceptions of captioning support for listening comprehension. The study seeks to answer two…

Multisensory Instruction in Foreign Language Education.

ERIC Educational Resources Information Center

Robles, Teresita del Rosario Caballero; Uglem, Craig Thomas Chase

This paper reviews some theories that through history have explained the process of learning. It also taps some new findings on how the brain learns. Multisensory instruction is a pedagogic strategy that covers the greatest number of individual preferences in the classroom, language laboratories, and multimedia rooms for a constant and diverse…

Distance-Based and Distributed Learning: A Decision Tool for Education Leaders.

ERIC Educational Resources Information Center

McGraw, Tammy M.; Ross, John D.

This decision tool presents a progression of data collection and decision-making strategies that can increase the effectiveness of distance-based or distributed learning instruction. A narrative and flow chart cover the following steps: (1) basic assumptions, including purpose of instruction, market scan, and financial resources; (2) needs…

The Effectiveness of Interactive Instructional Practices on Content Area Reading Comprehension.

ERIC Educational Resources Information Center

Bos, Candace S.; Anders, Patricia L.

Four studies conducted over a 2-year period systematically evaluated the effectiveness of interactive instructional practices in the vocabulary learning and reading comprehension of learning disabled students. The design of the four studies was similar in that comparisons were made among three different interactive teaching strategies (semantic…

Science Instruction for Students with Learning Disabilities: A Meta-Analysis

ERIC Educational Resources Information Center

Therrien, William J.; Taylor, Jonte C.; Hosp, John L.; Kaldenberg, Erica R.; Gorsh, Jay

2011-01-01

Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta-analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped…

Strategies for Teaching Algebra to Students with Learning Disabilities: Making Research to Practice Connections

ERIC Educational Resources Information Center

Strickland, Tricia K.; Maccini, Paula

2010-01-01

To improve student success in mathematics, the use of research-based interventions is necessary to help secondary students with learning disabilities (LD) access the algebra curriculum. The authors provide an overview of the following research-based approaches: explicit instruction, graduated instructional sequence, technology, and graphic…

Recent Research on Human Learning Challenges Conventional Instructional Strategies

ERIC Educational Resources Information Center

Rohrer, Doug; Pashler, Harold

2010-01-01

There has been a recent upsurge of interest in exploring how choices of methods and timing of instruction affect the rate and persistence of learning. The authors review three lines of experimentation--all conducted using educationally relevant materials and time intervals--that call into question important aspects of common instructional…

Student Perceptions of Information Literacy Instruction: The Importance of Active Learning

ERIC Educational Resources Information Center

Detlor, Brian; Booker, Lorne; Serenko, Alexander; Julien, Heidi

2012-01-01

This study investigates the merits of employing active learning strategies in the delivery of information literacy instruction (ILI). Traditional approaches to the teaching of information literacy skills--where students are passive recipients of the information they receive--are challenged. Rather, methods that encourage students to actively…

Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators

PubMed Central

Peer, Kimberly S.; McClendon, Ronald C.

2002-01-01

Objective: To discuss cognitive and sociocultural learning theory literature related to athletic training instructional and evaluation strategies while providing support for the application of these practices in the didactic and clinical components of athletic training education programs. Data Sources: We searched Educational Resources Information Center (ERIC) and Education Abstracts from 1975–2001 using the key words social cognitive, sociocultural learning theory, constructivism, and athletic training education. Current literature in the fields of educational psychology and athletic training education provides the foundation for applying theory to practice with specific emphasis on the theoretic framework and application of sociocultural learning theory strategies in athletic training education. Data Synthesis: Athletic training educators must have a strong fundamental knowledge of learning theory and a commitment to incorporate theory into educational practice. We integrate literature from both fields to generate practical strategies for using sociocultural learning theory in athletic training education. Conclusions/Recommendations: Social cognitive and sociocultural learning theory advocates a constructive, self-regulated, and goal-oriented environment with the student at the center of the educational process. Although a shift exists in athletic training education toward more active instructional strategies with the implementation of competency-based education, many educational environments are still dominated by traditional didactic instructional methods promoting student passivity. As athletic training education programs strive to increase accountability, educators in the field must critically analyze teaching and evaluation methods and integrate new material to ensure that learning is maximized. PMID:12937534

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

Curriculum Issues: Using Questions to Elevate Thinking

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce

2012-01-01

Instructional strategies have always been underestimated for their role in enhancing gifted student learning. The use of deliberate questions is a critical strategy for getting gifted students to learn about their world in more complex and in-depth ways. It provides multiple pathways for challenging the gifted through their content learning. It…

First Principles of Attitudinal Change: A Review of Principles, Methods and Strategies

ERIC Educational Resources Information Center

Mueller, Chad; Lim, Jieun; Watson, Sunnie Lee

2017-01-01

Knowing how to effectively design attitudinal change instruction for various learning settings is essential for instructional designers. However, the research on instructional design for attitudinal change instruction has been relatively dispersed and lacks cohesion, despite its increasing importance. The purposes of this paper are to (1) reignite…

The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments

ERIC Educational Resources Information Center

Doolittle, Peter

2010-01-01

Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem solving transfer. How might a more comprehensive multimedia instructional environment focused on…

An Advance toward Instructional Management: Prescriptive Knowledge Base of Learner Control.

ERIC Educational Resources Information Center

Chung, Jaesam

This paper discusses learner control as one of the main issues in instructional management and the importance of effectiveness and efficiency in the context of instructional/learning systems, and develops instructional prescriptions for learner control in a smorgasbord fashion. Strategies from both empirical and theoretical studies related to…

An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2010-01-01

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity

ERIC Educational Resources Information Center

Chang, Ching; Chang, Chih-Kai

2014-01-01

The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote…

Vocabulary Learning Strategies of Japanese Life Science Students

ERIC Educational Resources Information Center

Little, Andrea; Kobayashi, Kaoru

2015-01-01

This study investigates vocabulary learning strategy (VLS) preferences of lower and higher proficiency Japanese university science students studying English as a foreign language. The study was conducted over a 9-week period as the participants received supplemental explicit VLS instruction on six strategies. The 38 participants (14 males and 24…

Teaching and Learning Strategies for Serving Underrepresented Students: A Collection of Resource Documents.

ERIC Educational Resources Information Center

Grosz, Karen S., Comp.

Designed as a resource on teaching and learning strategies geared specifically toward underrepresented community college students, this collection of articles and reports includes the following: (1) "Successful Teaching Strategies: Instruction for Black and Hispanic Students in the California Community Colleges," by Olivia Mercado, Cheryl Fong,…

Principals: Human Capital Managers at Every School

ERIC Educational Resources Information Center

Kimball, Steven M.

2011-01-01

Being a principal is more than just being an instructional leader. Principals also must manage their schools' teaching talent in a strategic way so that it is linked to school instructional improvement strategies, to the competencies needed to enact the strategies, and to success in boosting student learning. Teacher acquisition and performance…

Outdoor Biology Instructional Strategies Trial Edition. Set I.

ERIC Educational Resources Information Center

Fairwell, Kay, Ed.; And Others

The Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set I contains 24 varied activities which make use of crafts, simulations, and basic investigative techniques to provide introductory learning experiences in outdoor biology for children aged 10 to 15. The individual water-resistant folio for each activity includes biological…

Effects of Listening Strategy Instruction on News Videotext Comprehension

ERIC Educational Resources Information Center

Cross, Jeremy

2009-01-01

Developments in broadcast and multimedia technology have generated a readily available and vast supply of videotexts for use in second and foreign language learning contexts. However, without pedagogical direction learners are unlikely to be able to deal with the complexities of this authentic listening resource, and strategy instruction may be…

Exploring Progression: Reading and Listening Strategy Instruction with Near-Beginner Learners of French

ERIC Educational Resources Information Center

Harris, Vee

2007-01-01

Cross-study comparison of the impact of strategy instruction (SI) is problematic because of differences in learning settings, the periods of time over which it is undertaken and the nature of the SI itself. Few studies indicate how the choice of skill areas and strategies has been tailored to meet the learners' age, stage and proficiency level,…

Instructional Strategies and Best Practices for Improving the Achievement Gap in Mathematics: An Exploratory Case Study

ERIC Educational Resources Information Center

Lord, Joey

2017-01-01

This qualitative exploratory case study focused on the achievement gap in mathematics that exists in one urban North Carolina middle school and the strategies used by school personnel to narrow this gap. The goal of this research was to determine effective instructional strategies and best practices used to engage students in learning that will…

Mental Model Progression in Learning the Electron Transport Chain: Effects of Instructional Strategies and Cognitive Flexibility

ERIC Educational Resources Information Center

Darabi, Aubteen; Hemphill, Jennifer; Nelson, David W.; Boulware, Wilma; Liang, Xinya

2010-01-01

This study investigated the effect of two instructional strategies, segmented and holistic, on the progression over time of learners' mental models toward that of an expert with the moderator of cognitive flexibility. Sixty-four juniors and seniors in a college metabolism course were randomly assigned to one of the two strategies for instruction…

Mathematical learning models that depend on prior knowledge and instructional strategies

NASA Astrophysics Data System (ADS)

Pritchard, David E.; Lee, Young-Jin; Bao, Lei

2008-06-01

We present mathematical learning models—predictions of student’s knowledge vs amount of instruction—that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also depend on the type of instruction. We introduce a connectedness model whose connectedness parameter measures the degree to which the rate of learning is proportional to prior knowledge. Over a wide range of pretest scores on standard tests of introductory physics concepts, it fits high-quality data nearly within error. We suggest that data from MIT have low connectedness (indicating memory-based learning) because the test used the same context and representation as the instruction and that more connected data from the University of Minnesota resulted from instruction in a different representation from the test.

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

NASA Astrophysics Data System (ADS)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors' pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors' contributions to advance scholarship of teaching and learning.

Examination of Longitudinal Invariance on a Framework for Observing and Categorizing Instructional Strategies

NASA Astrophysics Data System (ADS)

Ryoo, Ji Hoon; Tai, Robert H.; Skeeles-Worley, Angela D.

2018-02-01

In longitudinal studies, measurement invariance is required to conduct substantive comparisons over time or across groups. In this study, we examined measurement invariance on a recently developed instrument capturing student preferences for seven instructional strategies related to science learning and career interest. We have labeled these seven instructional strategies as Collaborating, Competing, Caretaking, Creating/Making, Discovering, Performing, and Teaching. A better understanding of student preferences for particular instructional strategies can help educators, researchers, and policy makers deliberately tailor programmatic instructional structure to increase student persistence in the STEM pipeline. However, simply confirming the relationship between student preferences for science instructional strategies and their future career choices at a single time point is not sufficient to clarify our understanding of the relationship between instructional strategies and student persistence in the STEM pipeline, especially since preferences for instructional strategies are understood to vary over time. As such, we sought to develop a measure that invariantly captures student preference over a period of time: the Framework for Observing and Categorizing Instructional Strategies (FOCIS). We administered the FOCIS instrument over four semesters over two middle school grades to 1009 6th graders and 1021 7th graders and confirmed the longitudinal invariance of the FOCIS measure. This confirmation of longitudinal invariance will allow researchers to examine the relationship between student preference for certain instructional strategies and student persistence in the STEM pipeline.

Incorporating Metacognitive Strategy Training in ESP Writing Instruction: English for Lawyers

ERIC Educational Resources Information Center

Rogers, Robert Johnson

2010-01-01

Despite the vast research on learning strategies and their application to receptive skills, relatively little has been written on the effect of learning strategies on productive skills, writing in particular, and even less has been written about the effect of metacognitive strategy training and how it might be implemented into the classroom. This…

Effects of Strategy Instruction on the Learning, Use, and Vertical Transfer of Strategies.

ERIC Educational Resources Information Center

Finley, Fred N.; Smith, Edward L.

1980-01-01

Compares group differences in strategy learning, use, and transfer to a more complex task for two groups of elementary students (N=48). Asked to perform three tasks in classifying igneous rocks, the groups differed in whether they received advice on the use of a specific strategy for performing each task. (CS)

A case study of a vocabulary strategy in a high school class of special education students

NASA Astrophysics Data System (ADS)

Prevost, Jill K.

In the United States, almost 7000 students drop out of high school every day and the most common reason is academic failure. The economic, social, and emotional cost of dropping out of high school are enormous. Vocabulary knowledge is essential for students to grasp the concepts of a content area and there has been little research reported for scaffolding vocabulary learning in content classes. The purpose of this study was to investigate a vocabulary instructional strategy in a high school biology class. The research questions focused on understanding the vocabulary instructional strategy and student perception of the strategy. This was an evaluative case study using a convenience sample of a college preparatory biology class of special education students. Participants included eight males and two females who were identified as having learning, emotional or health disabilities with average to low average intelligence. Informal interviews, observations, school records, student and teacher artifacts and rich description were used for data triangulation. Analysis involved coding and grouping data by category, and identification of relationships between categories. Three themes emerged from this study: Students believed the strategy helped them to learn vocabulary, the strategy gave direction to instruction, and the strategy can be difficult to implement. The skill level of our future work force and the health of our society is linked to our nation's high school graduation rate. Development of instructional strategies that result in student academic success will improve our high school graduation rate which will result in positive social change.

The Impact of the Supplemental Instruction Leader on Student Performance in Introductory Accounting

ERIC Educational Resources Information Center

Jones, Jefferson P.

2013-01-01

This study explores the association between a supplemental instruction (SI) program and student performance in an introductory accounting course. SI is a proactive academic support program that is aimed at improving student learning in traditionally "high-risk" college courses by integrating learning and critical thinking strategies with…

Getting To "Got It!" Helping Mathematics Students Reach Deep Understanding. Newsletter

ERIC Educational Resources Information Center

Oakes, Abner; Star, Jon R.

2008-01-01

This newsletter summarizes an IES practice guide titled "Organizing Instruction and Study to Improve Student Learning," which aims to supplement and inform teachers' instincts and experiences by identifying research-based instructional strategies that teachers of all content areas can use to improve student learning. The practice guide makes seven…

Educating English Language Learners: Instructional Approaches and Teacher Collaboration in Philadelphia Public Schools. PERC Research Brief

ERIC Educational Resources Information Center

Reumann-Moore, Rebecca; Rowland, Jeannette; Hughes, Rosemary; Lin, Joshua

2016-01-01

Districts, charter management organizations, and individual schools can learn a great deal from each other about strategies for creating robust and supportive learning environments for English Language Learners (ELLS). This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their…

Innovative Techniques for Large-Group Instruction. An NSTA Press Journals Collection.

ERIC Educational Resources Information Center

Cusick, Judy, Ed.

This document presents instructional strategies for college faculty on how to stimulate active learning with groups of more than 50 students. Contents include: (1) "How Do College Students Best Learn Science: An Assessment of Popular Teaching Styles and Their Effectiveness" (William H. Leonard); (2) "Are We Cultivating 'Couch Potatoes' in Our…

Writing Better: Effective Strategies for Teaching Students with Learning Difficulties

ERIC Educational Resources Information Center

Graham, Steve; Harris, Karen

2005-01-01

Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed, explicit instruction they need. This practical guidebook shows elementary school teachers how to make this systematic instruction part of their classroom. Educators will find a wide range of specific…

Instruction-First and Problem-Solving-First Approaches: Alternative Pathways to Learning Complex Tasks

ERIC Educational Resources Information Center

Likourezos, Vicki; Kalyuga, Slava

2017-01-01

According to cognitive load theory, using worked examples is an effective and efficient instructional strategy for initial cognitive skill acquisition for novice learners, as it reduces cognitive load and frees up cognitive resources to build task competence. Contrary to this, productive failure (as well as invention learning, desirable…

Exemplary Instruction in the Middle Grades: Teaching That Supports Engagement and Rigorous Learning

ERIC Educational Resources Information Center

Lapp, Diane, Ed.; Moss, Barbara, Ed.

2011-01-01

Offering fresh alternatives to common instructional practices that fail to get results, this accessible, highly practical guide highlights ways to motivate middle school students while enhancing content-area learning. Each chapter features an enlightening case study of a teacher whose current strategies are not supported by research; describes…

Supplemental Instruction and Video-Based Supplemental Instruction: Annotated Bibliography 2014

ERIC Educational Resources Information Center

Arendale, David R., Comp.

2014-01-01

Peer collaborative learning has been popular in education for decades. As both pedagogy and learning strategy, it has been frequently adopted and adapted for a wide range of academic content areas at the elementary, secondary, and postsecondary levels due to its benefits. The professional literature is filled with reports of individual professors…

Improving the Fraction Word Problem Solving of Students with Mathematics Learning Disabilities: Interactive Computer Application

ERIC Educational Resources Information Center

Shin, Mikyung; Bryant, Diane P.

2017-01-01

Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a…

Effects of Explicit Subtraction Instruction on Fifth Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Ferreira, Danielle

2009-01-01

This study involved an investigation of the effects of strategy instruction integrated with the concrete-representational-abstract teaching sequence on students with learning disabilities. A multiple probe design across subjects with one replication was used in this study. Two sets of data were analyzed to determine effectiveness of the…

Designing Instruction for Active and Reflective Learners in the Flipped Classroom

ERIC Educational Resources Information Center

Shahnaz, Sherina Mohamed Fauzi; Hussain, Raja Maznah Raja

2016-01-01

Purpose: This paper proposes a framework of instructional strategies that would facilitate active and reflective learning processes in the flipped classroom It is aimed at allowing one's maximum potential to be reached regardless of any individual learning style. As tertiary classrooms increasingly needs to be as active and social as possible, the…

Influence of Adult Goal-Setting Instruction on Students' Responsibility toward Self-Directed Competencies

ERIC Educational Resources Information Center

Apa Browne, Lynn Geri

2014-01-01

Elementary grade students in a mid-Atlantic state school district have not been meeting academic standards on state assessments. Research indicates that academic achievement is connected to self-directed readiness to learn; however, often the instruction in strategies for student self-directed readiness to learn remains teacher-centered. The…

Utilizing Field-Based Instruction as an Effective Teaching Strategy

ERIC Educational Resources Information Center

Kozar, Joy M.; Marcketti, Sara B.

2008-01-01

The purpose of this study was to examine the effectiveness of field-based instruction on student learning outcomes. Researchers in the past have noted the importance of engaging students on a deeper level through the use of active course designs. To investigate the outcomes of active learning, two field assignments created for two separate…

New Approaches and Trends in the Philosophy of Educational Technology for Learning and Teaching Environments

ERIC Educational Resources Information Center

Ipek, Ismail; Ziatdinov, Rushan

2017-01-01

The purpose of this study is to discuss instructional design and technology (IDT) model strategies for developing learning and teaching environments, based on philosophical approaches to educational technology theory. The study begins with a discussion of IDT models to define the history of educational technology or instructional technology…

Prioritizing Improvements in Internet Instruction Based on Learning Styles and Strategies

ERIC Educational Resources Information Center

Speth, Carol A.; Lee, Donald J.; Hain, Patricia M.

2006-01-01

How can various features of internet-based instruction be adapted to help students with different learning styles to grasp important science concepts? Are there ways of defining and measuring these differences that instructors without much background in educational psychology might find easier to apply than some of the better-known examples? How…

Effect of explicit dimension instruction on speech category learning

PubMed Central

Chandrasekaran, Bharath; Yi, Han-Gyol; Smayda, Kirsten E.; Maddox, W. Todd

2015-01-01

Learning non-native speech categories is often considered a challenging task in adulthood. This difficulty is driven by cross-language differences in weighting critical auditory dimensions that differentiate speech categories. For example, previous studies have shown that differentiating Mandarin tonal categories requires attending to dimensions related to pitch height and direction. Relative to native speakers of Mandarin, the pitch direction dimension is under-weighted by native English speakers. In the current study, we examined the effect of explicit instructions (dimension instruction) on native English speakers' Mandarin tone category learning within the framework of a dual-learning systems (DLS) model. This model predicts that successful speech category learning is initially mediated by an explicit, reflective learning system that frequently utilizes unidimensional rules, with an eventual switch to a more implicit, reflexive learning system that utilizes multidimensional rules. Participants were explicitly instructed to focus and/or ignore the pitch height dimension, the pitch direction dimension, or were given no explicit prime. Our results show that instruction instructing participants to focus on pitch direction, and instruction diverting attention away from pitch height resulted in enhanced tone categorization. Computational modeling of participant responses suggested that instruction related to pitch direction led to faster and more frequent use of multidimensional reflexive strategies, and enhanced perceptual selectivity along the previously underweighted pitch direction dimension. PMID:26542400

Towards Methodologies for Building Knowledge-Based Instructional Systems.

ERIC Educational Resources Information Center

Duchastel, Philippe

1992-01-01

Examines the processes involved in building instructional systems that are based on artificial intelligence and hypermedia technologies. Traditional instructional systems design methodology is discussed; design issues including system architecture and learning strategies are addressed; and a new methodology for building knowledge-based…

Research on teaching methods.

PubMed

Oermann, M H

1990-01-01

Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few studies attempted to identify variables that may influence learning, particularly characteristics of the learner. Only six investigators addressed learning styles and their interactions with the teaching method and outcomes (Gillies, 1984; Goldsmith, 1984; Kirchhoff & Holzemer, 1979; Kissinger & Munjas, 1981; Norris, 1986; Stein et al., 1972). Research in the future needs to focus on the relationship of different learner characteristics, attributes of the teaching method, and learning outcomes. In addition, initial learning, retention, transfer to practice, and instructional time should be studied. Characteristics of the teacher and setting and relationship to the methodologies used and outcomes of instruction need investigation. Research should attempt to identify optimal conditions for learning and ways in which methods should be used for particular students, subject matter, and points in the nursing curriculum...

Effects of learning-style environmental and tactal/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students

NASA Astrophysics Data System (ADS)

Sullivan, Angela Tirino

This investigator analyzed the effects of learning-style environmental and tactual/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students. To identify individual preferences, the Learning-Styles Inventory (Dunn, Dunn & Price, 1996) was administered to students who attended a suburban elementary school. Forty-six general education students were given instruction through the gradual establishment of an environmentally- and perceptually-responsive learning-style classroom. Instructional units were divided into three phases of two weeks each. The units of scientific terms were instructed for varied learning-style preferences and were gradually introduced during these instructional phases: Phase 1: Electricity was taught with traditional teaching methods; Phase 2: The Source of Energy was taught with accommodations for sound, light, temperature, design elements; Phase 3: Pollution was taught with accommodations for tactual/kinesthetic modalities. Pre and Post-tests, were administered in each of the three phases to determine scientific term gains. A repeated measures ANOVA and General Linear Model were employed to compare mean gains from phase to phase. Post-hoc comparisons were performed using the Bonferroni method and similar procedures were conducted on the Semantic Differential Scales (Pizzo, 1981). Correlations of relative gain scores during each phase were assessed by means of Pearson-product-moment correlations. Differences in the strengths of correlated correlations were evaluated by means of t-tests for related correlation coefficients. Significant gains were found when students were instructed employing incremental learning-styles strategies. To determine attitudinal changes toward science terms, the Semantic Differential Scale (Pizzo, 1981) was administered three times throughout this study: after Phase 1, traditional teaching; Phases 2 and 3, after learning-styles intervention. Statistically higher significance was achieved in both achievement (p < .001) and attitude (p < .001) as each sequential phase was introduced. Thus, the more the instruction and environment responded to students' instructional learning-styles, the better they performed and the more they liked learning. These data confirmed the importance of matching learning-styles with complementary instructional strategies and environments.

Effects of student choice on engagement and understanding in a junior high science class

NASA Astrophysics Data System (ADS)

Foreback, Laura Elizabeth

The purpose of this study was to determine the effects of increasing individual student choice in assignments on student engagement and understanding of content. It was predicted that if students are empowered to choose learning activities based on individual readiness, learning style, and interests, they would be more engaged in the curriculum and consequently would develop deeper understanding of the material. During the 2009--2010 school year, I implemented differentiated instructional strategies that allowed for an increased degree of student choice in five sections of eighth grade science at DeWitt Junior High School. These strategies, including tiered lessons and student-led, project-based learning, were incorporated into the "Earth History and Geologic Time Scale" unit of instruction. The results of this study show that while offering students choices can be used as an effective motivational strategy, their academic performance was not increased compared to their performance during an instructional unit that did not offer choice.

Does Instruction Work for Learning Pragmatics in the EFL Context?

ERIC Educational Resources Information Center

Alcon Soler, Eva

2005-01-01

This paper is based on a study which attempted to examine the efficacy of instruction at the pragmatic level. Specifically, the main purpose of the study was to investigate to what extent two instructional paradigms--explicit versus implicit instruction--affected learners' knowledge and ability to use request strategies. One hundred and thirty-two…

Learning Strategy Patterns and Instructional Preferences of Career and Technical Education Students

ERIC Educational Resources Information Center

Ausburn, Lynna J.; Brown, Dovie

2006-01-01

In an effort to individualize instruction and improve the effectiveness of instructor-learner transactions, education and instructional research has addressed a wide assortment of learner variables and assessed their relationships to instructional methods and environments. Adult education has recently seen the development by Conti and Kolody of a…

Toward Integration: An Instructional Model of Science and Academic Language

ERIC Educational Resources Information Center

Silva, Cecilia; Weinburgh, Molly; Malloy, Robert; Smith, Kathy Horak; Marshall, Jenesta Nettles

2012-01-01

In this article, the authors outline an instructional model that can be used to optimize science and language learning in the classroom. The authors have developed the 5R instructional model (Weinburgh & Silva, 2010) to support teachers as they integrate academic language into content instruction. The model combines five strategies already…

Students' Performance Awareness, Motivational Orientations and Learning Strategies in a Problem-Based Electromagnetism Course

ERIC Educational Resources Information Center

Saglam, Murat

2010-01-01

This study aims to explore problem-based learning (PBL) in conjunction with students' confidence in the basic ideas of electromagnetism and their motivational orientations and learning strategies. The 78 first-year geology and geophysics students followed a three-week PBL instruction in electromagnetism. The students' confidence was assessed…

The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

NASA Astrophysics Data System (ADS)

Krishnamurthy, Sanjana

This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer.

PubMed

Bottiroli, Sara; Cavallini, Elena; Dunlosky, John; Vecchi, Tomaso; Hertzog, Christopher

2013-09-01

We investigated the benefits of strategy-adaptation training for promoting transfer effects. This learner-oriented approach--which directly encourages the learner to generalize strategic behavior to new tasks--helps older adults appraise new tasks and adapt trained strategies to them. In Experiment 1, older adults in a strategy-adaptation training group used 2 strategies (imagery and sentence generation) while practicing 2 tasks (list and associative learning); they were then instructed on how to do a simple task analysis to help them adapt the trained strategies for 2 different unpracticed tasks (place learning and text learning) that were discussed during training. Two additional criterion tasks (name-face associative learning and grocery-list learning) were never mentioned during training. Two other groups were included: A strategy training group (who received strategy training and transfer instructions but not strategy-adaptation training) and a waiting-list control group. Both training procedures enhanced older adults' performance on the trained tasks and those tasks that were discussed during training, but transfer was greatest after strategy-adaptation training. Experiment 2 found that strategy-adaptation training conducted via a manual that older adults used at home also promoted transfer. These findings demonstrate the importance of adopting a learner-oriented approach to promote transfer of strategy training. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Age Differences in the Effects of Experimenter-Instructed Versus Self-Generated Strategy Use

PubMed Central

Hertzog, Christopher; Price, Jodi; Dunlosky, John

2013-01-01

Background/Study Context Interactive imagery is superior to rote repetition as an encoding strategy for paired associate (PA) recall. Younger and older individuals often rate these strategies as equally effective before they gain experience using each strategy. The present study investigated how experimenter-supervised and participant-chosen strategy experience affected younger and older adults’ knowledge about the effectiveness of these two strategies. Methods Ninety-nine younger (M = 19.0 years, SD = 1.4) and 90 older adults (M = 70.4 years, SD = 5.2) participated in the experiment. In learning a first PA list participants were either instructed to use imagery or repetition to study specific items (supervised) or could choose their own strategies (unsupervised). All participants were unsupervised on a second PA list to evaluate whether strategy experience affected strategy knowledge, strategy use, and PA recall. Results Both instruction groups learned about the superiority of imagery use through task experience, downgrading repetition ratings and upgrading imagery ratings on the second list. However, older adults showed less knowledge updating than did younger adults. Previously supervised younger adults increased their imagery use, improving PA recall; older adults maintained a higher level of repetition use. Conclusions Older adults update knowledge of the differential effectiveness of the rote and imagery strategies, but to a lesser degree than younger adults. Older adults manifest an inertial tendency to continue using the repetition strategy even though they have learned that it is inferior to interactive imagery. PMID:22224949

A Meta-Analytic and Qualitative Review of Online versus Face-to-Face Problem-Based Learning

ERIC Educational Resources Information Center

Jurewitsch, Brian

2012-01-01

Problem-based learning (PBL) is an instructional strategy that is poised for widespread application in the current, growing, on-line digital learning environment. While enjoying a track record as a defensible strategy in face-to-face learning settings, the research evidence is not clear regarding PBL in on-line environments. A review of the…

Using activity-based learning approach to enhance the quality of instruction in civil engineering in Indonesian universities

NASA Astrophysics Data System (ADS)

Priyono, Wena, Made; Rahardjo, Boedi

2017-09-01

Experts and practitioners agree that the quality of higher education in Indonesia needs to be improved significantly and continuously. The low quality of university graduates is caused by many factors, one of which is the poor quality of learning. Today's instruction process tends to place great emphasis only on delivering knowledge. To avoid the pitfalls of such instruction, e.g. passive learning, thus Civil Engineering students should be given more opportunities to interact with others and actively participate in the learning process. Based on a number of theoretical and empirical studies, one appropriate strategy to overcome the aforementioned problem is by developing and implementing activity-based learning approach.

The Strategy Selection Matrix--A Guide for Individualizing Instruction.

ERIC Educational Resources Information Center

Bell, Steven

The Strategy Selection Matrix (SSM) is offered as a means for matching teaching technique to the individual special needs student. Three steps in the SSM are described: development of an intra-individual learning style profile based on 14 learning components; review of the individualizing teaching strategies (such as tutoring, continuous progress…

Effects of Computer-Assisted Jigsaw II Cooperative Learning Strategy on Physics Achievement and Retention

ERIC Educational Resources Information Center

Gambari, Isiaka Amosa; Yusuf, Mudasiru Olalere

2016-01-01

This study investigated the effects of computer-assisted Jigsaw II cooperative strategy on physics achievement and retention. The study also determined how moderating variables of achievement levels as it affects students' performance in physics when Jigsaw II cooperative learning is used as an instructional strategy. Purposive sampling technique…

Active Learning: 101 Strategies To Teach Any Subject.

ERIC Educational Resources Information Center

Silberman, Mel

This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…

Workshops: Extend Learning beyond Your Presentation with These Brain-Friendly Strategies

ERIC Educational Resources Information Center

Tate, Marcia L.

2009-01-01

Whether one is perusing the brain research, learning-style theory or proven professional development practices, there are strategies that, by their very nature, take advantage of the way brains acquire information. While these strategies facilitate instruction for K-12 students, they work equally well for adult learners. This article outlines 10…

A Study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study.

ERIC Educational Resources Information Center

Chamot, Anna Uhl; And Others

Part of a larger research project, this longitudinal study analyzed differences between effective and ineffective high school and college language learners and changes in strategy uses over time. Related studies include a descriptive study, which identified learning strategies used in studying foreign languages, and a course development study, in…

Better learning through instructional science: a health literacy case study in "how to teach so learners can learn".

PubMed

Freedman, Ariela M; Echt, Katharina V; Cooper, Hannah L F; Miner, Kathleen R; Parker, Ruth

2012-09-01

Health education and behavior change interventions typically pay little attention to the intervention's instructional foundation. Combining the fields of health literacy, cognitive psychology, and adult learning theory, this article provides an integrative scientific approach, called the BEAN (Better Education and iNnovation) model, to creating an instructional foundation based on how individuals acquire knowledge and skills. The article uses a case study example from an adult literacy center's health literacy class to explore how environmental factors and instructional strategies can be applied to health education and behavior change interventions. Data for this case study were derived through 20 hours of classroom observation and qualitative interviews with 21 adult education students and 3 instructors. Results provide practical examples of environmental factors and instructional strategies designed to facilitate learning, such as fostering autonomy, activating prior knowledge, and fostering perspective change. Results also describe the resulting health behavior changes of students attending the health literacy class, such as increased medication adherence and physical activity, improved nutritional habits, and increased question asking of health practitioners. This article serves as a first step to encouraging researchers and educators to consider the importance of drawing on cognitive psychology and theories of adult learning to create a scientifically based instructional foundation for health behavior change programs. Additionally, by drawing on the expertise of adult educators well versed in the science of instructional design, this article also demonstrates that the adult education classroom is an excellent setting for conducting health education and behavior change interventions.

Differentiating for Struggling Readers and Writers: Improving Motivation and Metacognition through Multisensory Methods & Explicit Strategy Instruction

ERIC Educational Resources Information Center

Walet, Jennifer

2011-01-01

This paper examines the issue of struggling readers and writers, and offers suggestions to help teachers increase struggling students' motivation and metacognition. Suggestions include multisensory methods that make use of the visual, auditory and kinesthetic learning pathways, as well as explicit strategy instruction to improve students' ability…

Description of an Introductory Learning Strategies Course for the Job Skills Educational Program.

ERIC Educational Resources Information Center

Murphy, Debra Ann; Derry, Sharon J.

The Job Skills Educational Program (JSEP), currently under development for the Army Research Institute, embeds learner strategies training within the context of a basic skills computer-assisted instruction curriculum. The curriculum is designed for low-ability soldiers, and consists largely of instruction in the domain of intellectual skills. An…

Unpacking Instructional Strategies of Early Childhood Teachers: Insights from Teachers' Perspectives

ERIC Educational Resources Information Center

Thompson, Mumuni

2017-01-01

Even though previous research points to the significance of early childhood teachers' practices that take into consideration the nature of children and how they learn, there is limited research regarding how instructional strategies impact children's development in diverse ways. To close this gap in literature, a qualitative multi-case study into…

Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supports

ERIC Educational Resources Information Center

Backs, Annette

2017-01-01

The purpose of this basic qualitative study was to examine online learner self-efficacy in terms of instructional strategies and course supports. Prior studies have focused primarily on factors within learners (e.g., motivation, satisfaction, achievement). The current study, with a foundation in adult learning theory, bridged the gap between…

Supplemental Reading Strategy Instruction for Adolescents: A Randomized Trial and Follow-up Study

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Almasi, Janice F.; Rintamaa, Margaret; Carter, Janis C.

2016-01-01

In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and…

Digital Textbooks: The Next Paradigm Shift in Higher Education?

ERIC Educational Resources Information Center

Heider, Kelly; Laverick, DeAnna; Bennett, Bethany

2009-01-01

In recent years, college instructors have begun to abandon traditional approaches to instruction, which merely transfer knowledge from faculty to students, for cutting-edge strategies, which allow students to construct their own learning. This change in instructional strategy has also brought about a change in the tools which are used for…

Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Moore, Sandra J.

2011-05-01

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

Service-Learning in Our Classroom

ERIC Educational Resources Information Center

English, Kevin; Moore, Deb

2010-01-01

Many schools use service-learning on their campus to enhance their classroom content. According to Learn and Serve Clearinghouse, "Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen…

Math CAMMP: A Constructivist Summer Camp for Teachers and Students

ERIC Educational Resources Information Center

Green, Michael; Piel, John A.

2012-01-01

A summer session, math methods course for elementary teachers incorporates 30 hours of instruction that emphasizes (1) developmentally appropriate instructional strategies, (2) hierarchical levels of increasingly abstract manipulatives, (3) ongoing assessment of student learning, (4) integrated thematic instructional modules, (5) team planning and…

Broadening Boundaries: Opportunities for Information Literacy Instruction inside and outside the Classroom

ERIC Educational Resources Information Center

Rutledge, Lorelei; LeMire, Sarah

2017-01-01

This article proposes that libraries reimagine their information literacy instructional programs using a broader conceptualization and implementation of information literacy that promotes collaborative and personalized learning experiences for students, faculty, and staff, while embracing scalable instruction and reference strategies to maximize…

Individually Prescribed Instruction: Background Information and Research.

ERIC Educational Resources Information Center

DeRenzis, Joseph J.

The effects of individually prescribed instruction (IPI) in reading as compared to the traditional mode of instruction are examined. The IPI model includes four components: analysis of subject matter content, diagnosis of student preinstructional behavior, sequencing of materials to facilitate learning, and evaluation strategies. Elementary…

When Disruptive Approaches Meet Disruptive Technologies: Learning at a Distance.

ERIC Educational Resources Information Center

Gibson, Chere Campbell

2000-01-01

Reviews research on constructivism in learning and selection of learning strategies. Suggests linking constructivism with instructional technologies for continuing medical education in order to "disrupt" reactive, habitual ways of learning and encourage active engagement. (SK)

Prospects for Developing L2 Students' Effective Use of Vocabulary Learning-Strategies via Web-Based Training

ERIC Educational Resources Information Center

Ranalli, Jim

2009-01-01

A large body of research supports the efficacy of learning strategies employed in the acquisition of second language vocabulary. However, research also indicates that many such strategies are underused or misused by learners and, further, that any effort to integrate learner training in the use of such strategies into classroom instruction faces a…

How Instructional Strategies Impact Students' Learning, Motivation, and Learning Strategies in Introductory Geology Courses

NASA Astrophysics Data System (ADS)

Perkins, D.; Budd, D. A.; Stempien, J. A.; Kraft, K.; Matheney, R. K.; McConnell, D.; Wirth, K. R.; Bykerk-Kauffman, A.

2010-12-01

The Geoscience Affective Research Network (GARNET) quantified the relationship between classroom teaching styles, student learning, and students’ motivations and attitudes for 14 different instructors at 2 community colleges, a private college, and 4 large public universities. Instruction was characterized with the Reformed Teaching Observation Protocol (RTOP). The 0-100 scale reflects the span between traditional instructor-centered lecture and interactive, student-centered courses. Every participating instructor was observed at least twice. Student learning was measured using a 15-question concept inventory (CI) focused on geologic time and plate tectonics. Twelve questions were from the Geologic Concept Inventory of Libarkin and Anderson (2005) and 3 questions were added on relative time. Students’ affective domain was measured using the Motivated Strategies for Learning Questionnaire (MSLQ), 81 questions that define 15 motivation and cognitive subcategories. 1152 students completed both surveys in the 2nd and 14th weeks of their class during the 2008-2010 academic years. RTOP scores ranged from 19 to 87. Learning gains ranged from 18.6% to 47.4% with students learning significantly more from instructors with higher RTOP scores. Learning gains and RTOP positively covary (R2 = 0.67). Adjusting for questions on which students scored high prior to instruction (>90% correct), results in an even stronger relationship (R2 = 0.89). Higher RTOP scores correlate to significant declines in many aspects of student motivation (extrinsic and intrinsic goals, task value, control of learning, and effort regulation). Declines occur mainly in lower and/or middle performing students as measured by grades. The highest performing students only show declines with respect to their control of learning beliefs. Students’ self-efficacy also declines with increasing use of student-student interactions. Higher RTOP scores only exhibit positive correlations to a few aspects of learning strategies at the end of a term (less value on memorization strategies; more value on help seeking strategies). The data indicate that using constructivist teaching strategies and interactive engagement promotes learning in introductory physical geology, but also result in students’ becoming less motivated to learn and believing they have less control over their learning. We hypothesize that this contrast arises from students not understanding how to regulate their learning in non-traditional classrooms. Students, particularly those who perform poorly relative to their expectations, lose confidence in their abilities, lose motivation, and believe they are not in control of their learning.

A Teacher’s Guide for Using Learning Strategies in English-as-a-Second- Language Instruction

DTIC Science & Technology

1984-11-01

learner strategies used in the acquisition of English as a second language (ESL). The Teacher’s Guide demonstrates for ESL...strategies to apply to a wide range of language learning tasks are far more likely to be effective language learners . The language lessons in this section...skills in the acquisition of English as a second language (ESL). This study completed a review of the literature on learning strategies in

Applying Constructivist Instructional Strategies to E-Learning: A Case Study of a Web Development Course

ERIC Educational Resources Information Center

Wang, Ye Diana

2014-01-01

As the practice of e-learning continues to proliferate, online educators, especially in the computing disciplines, are facing special challenges, due to the lack of relevant literature, the technical nature of the courses, and the perceived need for direct student support mechanisms. This paper presents a constructivist instructional approach to…

Advisement and Management Strategies as Design Variables in Computer-Assisted Instruction.

ERIC Educational Resources Information Center

Tennyson, Robert D.

This study tested the hypothesis that high school students can effectively manage their learning needs in a computer-assisted instructional system when provided on-task advisement of their learning achievement in relation to a given criterion. One hundred and thirty-nine male and female high school students from a 12th grade course in psychology…

Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education

ERIC Educational Resources Information Center

Abraham, Sneha Elizabeth

2014-01-01

The purpose of this study was to investigate faculty and administrator perceptions of online learning compared to traditional face-to-face instruction by exploring the factors that impact online instruction. Strategies that can lead to effective online learning environments were explored. Faculty and administrators working with online education at…

Literacy Instruction: Practices, Problems, Promises. Proceedings of the Annual Conference and Course on Literacy (37th, Pittsburgh, Pennsylvania, June 1990).

ERIC Educational Resources Information Center

King, Caryn M., Comp.; Bean, Rita M., Comp.

This conference proceedings document contains 18 papers focusing on ideas and strategies for effective literacy instruction. Following opening remarks by Rita M. Bean, are four keynote addresses: "Toward Uncommon Sense Literacy Learning; Integrating Reading and Writing" (John Mayher); "Literacy Learning in At-Risk First…

Diagnostic Tests and Criterion-Referenced Assessments: Their Contribution to the Resolution of Pupil Learning Difficulties.

ERIC Educational Resources Information Center

Simpson, Mary; Arnold, Brian

1983-01-01

Suggests that failure to learn is often the result of inappropriateness of level of instruction and deficiencies in instructional procedures and educational strategies, and differentiates between the functions of criterion referenced tests and diagnostic tests. Results are reported from two studies of the teaching of osmosis and photosynthesis.…

Promoting Self-Explanation to Improve Mathematics Learning: A Meta-Analysis and Instructional Design Principles

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Loehr, Abbey M.; Durkin, Kelley

2017-01-01

Promoting self-explanation (i.e., generating explanations for oneself in an attempt to make sense of new information) is a recommended study strategy and instructional practice. A meta-analysis of the literature on prompting self-explanation to improve mathematics learning confirmed that prompted self-explanation leads to a small to moderate…

An Evaluation of Two Methods for Teaching United States History to Students with Learning Disabilities

ERIC Educational Resources Information Center

Winchester, Katherine; Darch, Craig; Eaves, Ronald C.; Shippen, Margaret E.; Ern, Greg; Bell, Bedarius

2009-01-01

We compared two approaches to teaching United States history to students with learning disabilities (LD). We randomly assigned students in seventh through ninth grades (n = 44) to separate treatment groups (strategy-based instruction or traditional instruction). In both approaches, students were taught identical content on two units of the Civil…

Exploring the impact of instructional approaches on the learning and transfer of medication dosage calculation competency.

PubMed

Glaister, Karen

2005-09-01

The ability of nurses to perform accurate drug dosage calculations has repercussions for patients' well-being. How best to assist nurses develop competency in this area is paramount. This paper presents findings of a study conducted with undergraduate nurses to determine the effect of three instructional approaches on the learning of this skill. The quasi-experimental study exposed participants to one of three instructional approaches: integrative learning, computerised learning and a combination of integrative and computerised learning. Quantitative and qualitative approaches were used to explore differences in the instructional approaches and gain further understanding of the learning process. There was no statistical difference between the three instructional approaches on knowledge acquisition and transfer measures, other than measures for procedural knowledge, which was significant (F(2,47) = 3.33 at p < .044). A least-significant difference post hoc test (alpha = 0. 10) indicated computerised learning was significantly more effective in developing procedural knowledge. The provision of instructional strategies, which facilitate development of conditional knowledge and automaticity, is necessary for competency development in dosage calculations. Furthermore, the curriculum must incorporate authentic tasks and permit time to support competency attainment.

Planning Guide for Instructional Computing.

ERIC Educational Resources Information Center

League for Innovation in the Community Coll., Laguna Hills, CA.

Designed to assist academic administrators at community colleges in developing strategies for the application of computers to teaching and learning, this guide provides background information and recommendations for the design and implementation of an instructional computing plan. Chapter 1 examines computers as a topic of instruction, as a medium…

Effective Reading and Writing Instruction: A Focus on Modeling

ERIC Educational Resources Information Center

Regan, Kelley; Berkeley, Sheri

2012-01-01

When providing effective reading and writing instruction, teachers need to provide explicit modeling. Modeling is particularly important when teaching students to use cognitive learning strategies. Examples of how teachers can provide specific, explicit, and flexible instructional modeling is presented in the context of two evidence-based…

Scientific Writing: A Blended Instructional Model

ERIC Educational Resources Information Center

Clark, MaryAnn; Olson, Valerie

2010-01-01

Scientific writing is composed of a unique skill set and corresponding instructional strategies are critical to foster learning. In an age of technology, the blended instructional model provides the instrumental format for student mastery of the scientific writing competencies. In addition, the course management program affords opportunities for…

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.

PubMed

Cook, David A; Levinson, Anthony J; Garside, Sarah

2010-12-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.

Children's Learning in Scientific Thinking: Instructional Approaches and Roles of Variable Identification and Executive Function

NASA Astrophysics Data System (ADS)

Blums, Angela

The present study examines instructional approaches and cognitive factors involved in elementary school children's thinking and learning the Control of Variables Strategy (CVS), a critical aspect of scientific reasoning. Previous research has identified several features related to effective instruction of CVS, including using a guided learning approach, the use of self-reflective questions, and learning in individual and group contexts. The current study examined the roles of procedural and conceptual instruction in learning CVS and investigated the role of executive function in the learning process. Additionally, this study examined how learning to identify variables is a part of the CVS process. In two studies (individual and classroom experiments), 139 third, fourth, and fifth grade students participated in hands-on and paper and pencil CVS learning activities and, in each study, were assigned to either a procedural instruction, conceptual instruction, or control (no instruction) group. Participants also completed a series of executive function tasks. The study was carried out with two parts--Study 1 used an individual context and Study 2 was carried out in a group setting. Results indicated that procedural and conceptual instruction were more effective than no instruction, and the ability to identify variables was identified as a key piece to the CVS process. Executive function predicted ability to identify variables and predicted success on CVS tasks. Developmental differences were present, in that older children outperformed younger children on CVS tasks, and that conceptual instruction was slightly more effective for older children. Some differences between individual and group instruction were found, with those in the individual context showing some advantage over the those in the group setting in learning CVS concepts. Conceptual implications about scientific thinking and practical implications in science education are discussed.

Improving Access to Elementary School Social Studies Instruction: Strategies to Support Students with Learning Disabilities

ERIC Educational Resources Information Center

Ciullo, Stephen

2015-01-01

Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers, social studies instruction can play second fiddle to reading and mathematics instruction, which…

A Description of a Prototype System at NTID which Merges Computer Assisted Instruction and Instructional Television.

ERIC Educational Resources Information Center

vonFeldt, James R.

The development of a prototype system is described which merges the strengths of computer assisted instruction, data gathering, interactive learning, individualized instruction, and the motion in color, and audio features of television. Creation of the prototype system will allow testing of both TV and interactive CAI/TV strategies in auditory and…

Report of the Task Force on Continuing Education and Non-Credit Instruction.

ERIC Educational Resources Information Center

Ernest, Richard J.; And Others

The Task Force on Continuing Education and Non-Credit Instruction was appointed to develop specific strategies for expanding lifelong learning and non-credit instruction in the Virginia community colleges. The task force reviewed a report on the state funding of non-credit instruction; wrote to the community college coordinating offices in 17…

Critical Thinking: Strategies for Improving Student Learning, Part II

ERIC Educational Resources Information Center

Paul, Richard; Elder, Linda

2008-01-01

In the last column we focused (as a primary goal of instruction) on the importance of teaching so that students learn to think their way into and through content. We stressed the need for well-designed daily structures and tactics for fostering deep learning, offering three strategies as examples. In this column, we provide four additional…

ICT Strategies and Tools for the Improvement of Instructional Supervision. The Virtual Supervision

ERIC Educational Resources Information Center

Cano, Esteban Vazquez; Garcia, Ma. Luisa Sevillano

2013-01-01

This study aims to evaluate and analyze strategies, proposals, and ICT tools to promote a paradigm shift in educational supervision that enhances the schools of this century involved not only in teaching-face learning, but e-learning and blended learning. Traditional models of educational supervision do not guarantee adequate supervision of the…

Teachers' Perceptions of Strategies and Skills Affecting Learning of Gifted 7th Graders in English Classes

ERIC Educational Resources Information Center

Noble, James Paul

2010-01-01

This study was conducted in 11 schools across 5 school districts and solicited responses from 20 teachers. This study found a relationship between instructional strategies appropriate for gifted students and teachers' perceptions of contributions the strategies made to learning. The literature review section examined the modern focus on gifted…

Reading Strategies and Reading Diaries for Autonomous Learning in a Turkish Context

ERIC Educational Resources Information Center

Course, Simla

2017-01-01

This paper reports the findings of an action research that was conducted over the course of two years. The research investigated the role of using reading diaries and strategy instruction with English Language Teaching trainees to foster greater learner autonomy and looked into the language learning strategies used by these students. The findings…

Going Beyond Standard English: An Instructional Module for Improving International Business Communication.

ERIC Educational Resources Information Center

Jarvis, Scott; Stephens, Robert

It is proposed that because (1) adult learners of English as a Second Language face great challenges in communicating with native English speakers; and (2) native English-speakers can learn strategies to compensate for some of these difficulties, there is a need for instruction in these strategies and skills for Americans in international…

Enhancing Concept Comprehension in a Web-Based Course Using a Framework Integrating the Learning Cycle with Variation Theory

ERIC Educational Resources Information Center

Hsu, Chih-Chao; Wang, Tzone-I

2014-01-01

Concept comprehension is an important foundation for more complex thoughts. To enhance concept comprehension, teachers of traditional classrooms have been using instructional strategies and specific course designs, which have been proven effective. It initiates a hypothesis that integrating instructional strategies in the course designs of an…

Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

ERIC Educational Resources Information Center

Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

The Effectiveness of Second Language Strategy Instruction: A Meta-Analysis

ERIC Educational Resources Information Center

Plonsky, Luke

2011-01-01

Research on the effects of second language strategy instruction (SI) has been extensive yet inconclusive. This meta-analysis, therefore, aims to provide a reliable, quantitative measure of the effect of SI as well as a description of the relationship between SI and the variables that moderate its effectiveness (i.e., different learning contexts,…

The Application of SPSS in Analyzing the Effect of English Vocabulary Strategy Instruction

ERIC Educational Resources Information Center

Chen, Shaoying

2010-01-01

The vocabulary learning is one of very important part in the college English teaching. Correct analysis of the result of vocabulary strategy instruction can offer feedbacks for English teaching, and help teachers to improve the teaching method. In this article, the issue how to use SPSS (Statistical Package for the Social Science) to…

Enumerating Cubes in 3-D Arrays: Students' Strategies and Instructional Progress.

ERIC Educational Resources Information Center

Battista, Michael T.; Clements, Douglas H.

This investigation is part of a combined research/curriculum development project in which children's learning is being examined in the context of developing and testing instructional units on 3-D geometry in grades 3, 4, and 5. There are two components to the article. First, the strategies and cognitive constructions that students utilize to…

Analysis of Educational Setting, Teacher Training, and the Modeling and Instruction of Metacognitive Strategies for Students with Learning Disabilities in Jewish Day Schools

ERIC Educational Resources Information Center

Rothwachs, Yisrael

2010-01-01

Employment of metacognitive strategies has been documented as a key factor in academic success. For students with learning disabilities (LD), however, exposure to these strategies is crucial to both their academic and social growth. While there has been much research demonstrating the importance of modeling metacognitive strategies for students…

Effects of Strategy Instructions on Learning from Text and Pictures

ERIC Educational Resources Information Center

Leopold, Claudia; Doerner, Marcel; Leutner, Detlev; Dutke, Stephan

2015-01-01

In two experiments, we compared effects of instructions that encourage learners to create referential connections between words and pictures with instructions that distract learners from creating referential connections. In Experiment 1, students read a scientific text under four conditions. In the text-picture condition, students read the…

When You Can't Get out: "Strategies for Supporting Community-Based Instruction"

ERIC Educational Resources Information Center

Steere, Daniel E.; DiPipi-Hoy, Caroline

2012-01-01

Although community-based instruction (CBI) is an essential component of an effective educational program for students with severe disabilities, teachers frequently struggle to implement such instruction on a frequent and consistent enough basis for students to learn functional skills quickly and efficiently. This article describes evidence-based…

Delivering Instruction to Adult Learners. Revised Edition.

ERIC Educational Resources Information Center

Cantor, Jeffrey A.

This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: (1) act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; (2) promote active…

Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

NASA Astrophysics Data System (ADS)

Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

2017-10-01

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

ERIC Educational Resources Information Center

Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack

2016-01-01

Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…

Codeswitching techniques: evidence-based instructional practices for the ASL/English bilingual classroom.

PubMed

Andrews, Jean F; Rusher, Melissa

2010-01-01

The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in codeswitching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students.

Secondary analysis of teaching methods in introductory physics: A 50 k-student study

NASA Astrophysics Data System (ADS)

Von Korff, Joshua; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; McKagan, Sarah B.; Sayre, Eleanor C.; Schenk, Edward W.; Shepherd, Chase; Sorell, Lane

2016-12-01

Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including those with students having a high and low level of prior knowledge, at liberal arts and research universities, and enrolled in both small and large classes.

[Learning about social determinants of health through chronicles, using a virtual learning environment].

PubMed

Restrepo-Palacio, Sonia; Amaya-Guio, Jairo

2016-01-01

To describe the contributions of a pedagogical strategy based on the construction of chronicles, using a Virtual Learning Environment for training medical students from Universidad de La Sabana on social determinants of health. Descriptive study with a qualitative approach. Design and implementation of a Virtual Learning Environment based on the ADDIE instructional model. A Virtual Learning Environment was implemented with an instructional design based on the five phases of the ADDIE model, on the grounds of meaningful learning and social constructivism, and through the narration of chronicles or life stories as a pedagogical strategy. During the course, the structural determinants and intermediaries were addressed, and nine chronicles were produced by working groups made up of four or five students, who demonstrated meaningful learning from real life stories, presented a coherent sequence, and kept a thread; 82% of these students incorporated in their contents most of the social determinants of health, emphasizing on the concepts of equity or inequity, equality or inequality, justice or injustice and social cohesion. A Virtual Learning Environment, based on an appropriate instructional design, allows to facilitate learning of social determinants of health through a constructivist pedagogical approach by analyzing chronicles or life stories created by ninth-semester students of medicine from Universidad de La Sabana.

Learners' Perceptions of Translation in English as the Medium of Instruction (EMI) at University Level

ERIC Educational Resources Information Center

Eser, Oktay; Dikilitas, Kenan

2017-01-01

Translation can be used as a learning strategy by students who learn their academic subjects through English as the Medium of Instruction (EMI). The purpose of this study is to investigate the perceptions of students towards the use of translation at university level courses offered in English at various departments. This qualitative research…

Rethinking Curriculum and Instruction: Lessons from an Integrated Learning Program and Its Impact on Students and Teachers

ERIC Educational Resources Information Center

Doyle, Dennis; Huie Hofstetter, Carolyn; Kendig, Julie; Strick, Betsy

2014-01-01

CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and…

The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students

ERIC Educational Resources Information Center

Lencioni, Gina M.

2013-01-01

The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students. A quasi-experimental design was used. There were six cognitive and three affective measures used to collect quantitative data. Cognitive measures included California State Test scores,…

Learning to Love Your Discovery Tool: Strategies for Integrating a Discovery Tool in Face-to-Face, Synchronous, and Asynchronous Instruction

ERIC Educational Resources Information Center

Fawley, Nancy; Krysak, Nikki

2014-01-01

Some librarians embrace discovery tools while others refuse to use them. This lack of consensus can have consequences for student learning when there is inconsistent use, especially in large-scale instruction programs. The authors surveyed academic librarians whose institutions have a discovery tool and who teach information literacy classes in…

Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers' Ability to Plan Differentiated Instruction in an Urban Elementary School

ERIC Educational Resources Information Center

Tricarico, Katie; Yendol-Hoppey, Diane

2012-01-01

Differentiated Instruction (DI) is an approach that recognizes the strengths and weaknesses of diverse learners and requires the teacher to base instructional accommodations on student strengths and weaknesses. Specifically, teachers use DI strategies to adjust the content, process, or product of instruction depending on student needs. Given the…

Students as Library Detectives and Books as Clues: An Application of ISD in K-12 Schools

ERIC Educational Resources Information Center

Moore, Kimberly J.; Knowlton, Dave S.

2006-01-01

Instructional Systems Design (ISD) is the systematic development of instructional strategies that are grounded in both learning and instructional theory. ISD is usually overlooked as a useful methodology in K-12 schools. ISD is extremely expensive in terms of the time required to develop instruction, and it often seems more appropriate as an…

Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

PubMed

Kennedy, Michael J; Deshler, Donald D; Lloyd, John Wills

2015-01-01

The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were randomly assigned to one of four experimental conditions with instruction occurring at individual computer terminals over a 3-week period. Each of the four conditions contained different configurations of multimedia-based instruction and evidence-based vocabulary instruction. Dependent measures of vocabulary knowledge indicated that students with LD who received vocabulary instruction using CAPs through an explicit instructional methodology and the keyword mnemonic strategy significantly outperformed other students with LD who were taught using the same content, but with multimedia instruction that did not adhere to a specific theoretical design framework. Results for general education students mirrored those for students with LD. Students also completed a satisfaction measure following instruction with multimedia and expressed overall agreement that CAPs are useful for learning vocabulary terms. © Hammill Institute on Disabilities 2013.

Learning to Apply Algebra in the Community for Adults With Intellectual Developmental Disabilities.

PubMed

Rodriguez, Anthony M

2016-02-01

Students with intellectual and developmental disabilities (IDD) are routinely excluded from algebra and other high-level mathematics courses. High school students with IDD take courses in arithmetic and life skills rather than having an opportunity to learn algebra. Yet algebra skills can support the learning of money and budgeting skills. This study explores the feasibility of algebra instruction for adults with IDD through an experimental curriculum. Ten individuals with IDD participated in a 6-week course framing mathematics concepts within the context of everyday challenges in handling money. The article explores classroom techniques, discusses student strategies, and proposes possible avenues for future research analyzing mathematics instructional design strategies for individuals with IDD.

Memory and Learning: A Case Study.

ERIC Educational Resources Information Center

Webster, Raymond E.

1986-01-01

The usefulness of the Learning Efficency Test (LET), an approach to assessing the learning efficiency and short-term memory recall capacity in children, is described via a case study demonstrating the test's use to develop instructional strategies. (CL)

Use of Mnemonic Imagery for Content Learning.

ERIC Educational Resources Information Center

Konopak, Bonnie C.; And Others

1991-01-01

The effectiveness of a mnemonic study strategy, the keyword method, was applied with 10 learning-disabled middle school students studying a science chapter on rocks and minerals. Posttests after the four-day implementation indicated mixed results with some content acquisition but a need for further instruction in strategy utilization. (DB)

Universalizing Education: Strategies for the Development and Use of Instructional Materials.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania.

The deliberations of representatives from eleven Asian Unesco member countries focus on alternative approaches to identification of needs and resources as a basis for curriculum development, strategies and methodologies adopted in translating the curriculum into teaching learning materials and learning aids, training of teachers, problems involved…

Effects of Attributional Retraining on Strategy-Based Reading Comprehension in Learning-Disabled Students.

ERIC Educational Resources Information Center

Borkowski, John G.; And Others

1988-01-01

Seventy-five learning-disabled students (10 to 14 years old) received instructions about summarization strategies and about personal causality that were designed to improve reading comprehension. Changes in antecedent attributions about personal causality were not usually altered by this program-specific attributional training, although…

Teaching Strategies for Twice-Exceptional Students.

ERIC Educational Resources Information Center

Winebrenner, Susan

2003-01-01

Suggestions for teaching students who are both gifted and learning disabled stresses providing them with compacting and differentiation in the areas of their strengths and direct instruction of learning strategies in their areas of weakness. The article also warns that the child's giftedness may go unnoticed and unaccommodated in favor of…

The Use of Classroom Discussion at a Law Enforcement Training Academy

ERIC Educational Resources Information Center

Lewis, Cynthia L.

2014-01-01

The ability to solve problems, think critically, and communicate effectively are necessary traits in law enforcement officers (LEOs). Individuals responsible for instructing LEOs must employ adult learning strategies to provide LEOs the opportunity to share ideas, experiences, beliefs, and knowledge. Discussion is one learning strategy that…

Interdisciplinary and Intercultural Differences in Learning Strategy Use: Implications for Language Processing, Curriculum and Instruction

ERIC Educational Resources Information Center

Shawer, Saad F.

2012-01-01

This investigation examines English as foreign language college interdisciplinary and intercultural differences in learning strategy use and their implications for language processing. Positivism underpins this research at the levels of ontology (standardized variables), epistemology (detachment from the subjects) and methodology, using nomothetic…

An Exploration of Student Experiences with Learner-Centered Instructional Strategies

ERIC Educational Resources Information Center

Stefaniak, Jill E.; Tracey, Monica W.

2015-01-01

In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were…

Stereotyping in the Learning Environment: Teachers' Perceptions and Strategies for Change.

ERIC Educational Resources Information Center

Hoover, Nora Lee

This paper calls for the elimination of sex role stereotyping in classrooms and reading programs and suggests strategies for creating nonsexist learning environments. The first section defines sex role stereotpying, explains its detrimental effects, and points to evidence of its existence in classrooms and instructional materials. The second…

Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies

ERIC Educational Resources Information Center

McRae-Jones, Wanda Joycelyn

2017-01-01

21st Century skills such as critical-thinking and problem-solving skills are very important when it comes to Science Technology Engineering and Mathematics or STEM. But those same skills should be integrated in social studies. The impact of students' learning in social studies as a result of implementing inquiry-based instructional strategies was…

Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design

ERIC Educational Resources Information Center

Brill, Jennifer M.; Hodges, Charles B.

2011-01-01

Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice. The purposes of this article are to discuss the practical application of peer review as an…

All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms

ERIC Educational Resources Information Center

Davis, Cassandre Y.

2017-01-01

Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students' learning characteristics and the effectiveness of teachers' instructional strategies are imperative to educational success. In this qualitative case study, geometry…

Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers

ERIC Educational Resources Information Center

Morris, Lajuana Trezette

2010-01-01

The purpose of this study was to examine the implementation of brain-based instructional strategies by teachers serving at Title I elementary, middle, and high schools within the Memphis City School District. This study was designed to determine: (a) the extent to which Title I teachers applied brain-based strategies, (b) the differences in…

The Net-Generation Interior Design Student: An Exploratory Study Assessing Learning and Engagement within a Computer Simulation Environment

ERIC Educational Resources Information Center

Peterson, Julie Ellen

2009-01-01

The first purpose of this experimental study was to determine if there were effects on achievement between traditional pencil-and-paper instructional strategies and computer simulated instructional strategies used to teach interior design business ethics. The second purpose was to determine the level of engagement of interior design students using…

An Analysis of Didactic and Inquiry-Based Teaching and Learning on Student Achievement in Urban Elementary Schools

ERIC Educational Resources Information Center

Varnado, Jacqueline

2011-01-01

Limited research has been conducted on inquiry based teaching strategies on language arts and mathematics instruction. The research problem at the study site was the lack of research-based findings on the effectiveness of traditional and inquiry based teaching strategies on language arts and mathematics instruction. The purpose of this case study…

The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

ERIC Educational Resources Information Center

Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

2015-01-01

This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students' Interest in Mathematics Learning

ERIC Educational Resources Information Center

Frederick-Jonah, Toinpere Mercy; Igbojinwaekwu, Patrick Chukwuemeka

2015-01-01

This study investigated the effects of game and poem-enhanced instructional strategies on students' interest in mathematics. The moderating effects of verbal ability were also examined on the dependent variable. A quasi-experimental design was adopted. Three hundred and forty four students in the sixth year of their primary education (primary 6…

Connecting Brain Research to Classroom Learning: A Mixed-Method Study on How Teachers Apply Brain Research to Their Instruction

ERIC Educational Resources Information Center

McAteer, Todd C.

2010-01-01

Purpose. The purpose of this study was to examine how knowledgeable teachers are in utilizing brain-researched instructional strategies. The research focused on determining which brain-researched strategies are implemented, the accuracy with which they are employed, and the degree to which they are utilized. A literature review revealed the most…

Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

NASA Astrophysics Data System (ADS)

Beaver, Melanie S.

This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

Learning and adherence to baby massage after two teaching strategies.

PubMed

Cruz, Cláudia Marchetti; Caromano, Fátima Aparecida; Gonçalves, Lia Lopes; Machado, Thais Gaiad; Voos, Mariana Callil

2014-07-01

Little is known about learning/adherence after different baby massage teaching strategies. We compared the learning/adherence after two strategies. Twenty mothers from the group manual-course (GMC) and 20 from the group manual-orientations (GMO) received a booklet. GMC participated in a course during the third trimester. GMO received verbal instructions during the postpartum hospital stay. Multiple-choice and practical tests assessed learning (GMC: performing strokes on a doll; GMO: on the baby). Adherence was measured 3 months after childbirth. No differences were found between the groups in learning/adherence. Both teaching strategies showed similar and positive results. © 2014, Wiley Periodicals, Inc.

Constructivism and the use of performance assessment in science: A comparative study of beliefs among preservice and inservice teachers

NASA Astrophysics Data System (ADS)

Bednarski, Marsha H.

Reform efforts in science education stress the importance of preservice and inservice teacher education in curriculum, instruction, and assessment. A change in current student assessment practices is seen as the catalyst in the reform of curriculum and instruction. Recommended for assessment of the proposed inquiry-based science programs are performance-based assessments (National Research Council, 1996). The constructivist philosophy, the foundation for these reform efforts, proposes that knowledge acquisition by the learner is a result of the interaction between what is brought to the learning situation and what is experienced while in it. Literature supports the use of constructivist-based instructional strategies for preservice and inservice teacher education (American Federation of Teachers, National Council on Measurement in Education, and National Education Association, 1990). Literature also provides support for the importance of teacher beliefs in relation to the successful transfer of these instructional strategies (Keegan, 1992; Nespor, 1987). There is not supporting evidence related to constructivist instructional strategies and teacher beliefs transferring to the use of performance assessment. This study identified whether preservice and inservice teachers differed with respect to their beliefs about constructivist-based learning strategies and performance assessment. It also identified whether teacher beliefs held about constructivist-based learning strategies were related to the construction of assessments they developed for use in their classrooms. Education majors enrolled in a Northeastern university's assessment course and inservice teachers from three Northeast public school districts participated in this study. Results of a 36-item belief survey, administered to preservice and inservice teachers, and a 10-item checklist, used to score assessment examples provided by the teachers, concluded that attitudes toward constructivist-based learning strategies is a predictor for group membership with the inservice teacher group. There is a correlation between attitudes toward constructivism and attitudes related to the benefits of using performance assessments for both the preservice and inservice groups. There is not a significant correlation between constructivist attitudes and using performance assessment. Although teachers in this study hold constructivist attitudes and acknowledge the benefits of using performance assessment, they do not use performance assessments.

Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners with SLI

ERIC Educational Resources Information Center

Schiff, Rachel; Nuri Ben-Shushan, Yohi; Ben-Artzi, Elisheva

2017-01-01

This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML…

The New ISD: Applying Cognitive Strategies to Instructional Design.

ERIC Educational Resources Information Center

Clark, Ruth Colvin

2002-01-01

Discusses cognitive models of instruction that can help develop new models of Instructional Systems Design (ISD) that include cognitive task analysis to identify mental models; constructive assumptions of learning; working memory and long-term memory; retrieval of new knowledge and skills from long-term memory; and support of metacognitive skills.…

Metateaching and the Instructional Map. Teaching Techniques/Strategies Series, Volume 1.

ERIC Educational Resources Information Center

Timpson, William M.

This book describes a conceptual framework, the "Instructional Map"--a metaphor for envisioning the interconnectedness of teacher and student, teaching and learning, and content and process--that can help teachers plan, sort their way through course material and instructional options, interact with students, and reflect upon progress made and what…

Supplemental Literacy Instruction in High School: What Students Say Matters for Reading Engagement

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Pennington, Jessica; Rintamaa, Margaret; Osborne, Monica; Parker, Cindy; Rudd, Mary

2017-01-01

In this article, we describe a model for reading engagement that emerged from interviews with high school students who participated in a yearlong supplemental intervention course. The course focused on motivation, strategies, content learning, and communication within the context of themed instruction. We sought to ascertain instructional factors,…

Designing Instruction for Speed: Qualitative Insights into Instructional Design for Accelerated Online Graduate Coursework

ERIC Educational Resources Information Center

Trekles, Anastasia M.; Sims, Roderick

2013-01-01

The purpose of this exploratory case study was to explore instructional design strategies and characteristics of online, asynchronous accelerated courses and students' choices of deep or surface learning approaches within this environment. An increasing number of university programs, particularly at the graduate level, are moving to an…

A Toolkit of Strategies: Building Literacy in the World Languages Classroom

ERIC Educational Resources Information Center

Zeppieri, Rosanne; Russel, Priscilla

2013-01-01

In elementary schools around the United States, children learn in text-rich environments with literacy a primary goal of instruction, whether the instruction is in Arabic, Chinese, English, French, Russian, or Spanish. Nonetheless, second language instruction is often overlooked as a vehicle for building students' reading, writing, speaking,…

Let's Get Charged Up

ERIC Educational Resources Information Center

Duran, Emilio; Worch, Eric; Boros, Amy; Keeley, Page

2017-01-01

One of the most powerful strategies to support next generation science instruction is the use of instructional models. The Biological Sciences Curriculum Study 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional model is arguably the most widely used version of a learning cycle in today's classrooms. The use of the 5Es as an…

Effectiveness of Read-Aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

ERIC Educational Resources Information Center

Shinozuka, Katsumasa; Shibata, Setsue; Mizusawa, Yumiko

2017-01-01

Poor English performance among Japanese college EFL students has often been explained by grammar-translation and lecture-memorization instruction. This study investigated the effectiveness of a recently designed teaching method, namely, "The read-aloud instruction package," which consists of four major activities: Slash/chunked reading…

Fostering First Graders' Reasoning Strategies with Basic Sums: The Value of Guided Instruction

ERIC Educational Resources Information Center

Purpura, David J.; Baroody, Arthur J.; Eiland, Michael D.; Reid, Erin E.

2016-01-01

An intervention experiment served to evaluate the efficacy of highly guided discovery learning of relations underlying add-1 and doubles combination families and to compare the impact of such instruction with minimally guided instruction. After a pretest, 78 first graders were randomly assigned to one of three intervention conditions: highly…

Children, Technology, and Instruction: A Case Study of Elementary School Children Using an Online Public Access Catalog (OPAC).

ERIC Educational Resources Information Center

Solomon, Paul

1994-01-01

Examines elementary school students' use of an online public access catalog to investigate the interaction between children, technology, curriculum, instruction, and learning. Highlights include patterns of successes and breakdowns; search strategies; instructional approaches and childrens' interests; structure of interaction; search terms; and…

Peer? Expert? Teacher Leaders Struggle to Gain Trust while Establishing Their Expertise

ERIC Educational Resources Information Center

Mangin, Melinda; Stoelinga, Sara Ray

2011-01-01

Instructional teacher leaders strive to help teachers build knowledge and skills to improve teaching practice. With titles such as coach or coordinator, they may receive a stipend or released time from teaching. Instructional teacher leaders rely on an array of strategies to improve instruction and enhance student learning. They conduct…

Effects of Differentiated Instruction on Student Achievement in Reading

ERIC Educational Resources Information Center

Gilbert, Darryl L.

2011-01-01

Reading teachers are faced with the challenge of providing instruction to a population of diverse students with various abilities and styles of learning within local and state school districts. In an effort to improve student performance on high-stake examinations in reading, teachers continue to seek the most effective instructional strategies.…

Faculty professional development in emergent pedagogies for instructional innovation in dental education.

PubMed

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Effects of Direct and Indirect Instruction on Fostering Decision-Making Competence in Socioscientific Issues

NASA Astrophysics Data System (ADS)

Böttcher, Florian; Meisert, Anke

2013-04-01

In this study the effects of different learning environments on the promotion of decision-making competence for the socioscientific issue of genetically modified crops is investigated. The comparison focuses on direct vs. indirect instructions. Therefore on the one hand a sophisticated decision-making strategy was presented to the directly instructed experimental group (1) and had to be applied correctly. On the other hand indirectly instructed students had to invent an appropriate strategy by themselves (2) based on the given information and the structure of the problem context. Group discussions are analysed qualitatively in order (1) to outline how the given strategy was understood and its results were reflected on by the students and (2) to explore the characteristics of invented strategies and their degree of complexity. Results indicate that the direct instruction of complex decision-making strategies may lead to a lack of understanding of the decision process when the given strategy is applied and therefore may cause rejection of the final decision. Indirectly instructed students were able to invent sophisticated decision-making strategies containing compensatory trade-offs. It is concluded that when directly instructing complex decision-making strategies, essential parts of reflection have to be integrated in order to gain greater transparency. Accordingly, empirical evidence has been found to consider indirect instruction as a possible way to foster decision-making strategies for complex socioscientific issues even if compensatory procedures are considered to be necessary.

Developmental Comparisons of Implicit and Explicit Language Learning

ERIC Educational Resources Information Center

Lichtman, Karen

2013-01-01

Conventional wisdom holds that children learn languages implicitly whereas older learners learn languages explicitly, and some have claimed that after puberty only explicit language learning is possible. However, older learners often receive more explicit instruction than child L2 learners, which may affect their learning strategies. This study…

Examining Online Learning Patterns with Data Mining Techniques in Peer-Moderated and Teacher-Moderated Courses

ERIC Educational Resources Information Center

Hung, Jui-Long; Crooks, Steven M.

2009-01-01

The student learning process is important in online learning environments. If instructors can "observe" online learning behaviors, they can provide adaptive feedback, adjust instructional strategies, and assist students in establishing patterns of successful learning activities. This study used data mining techniques to examine and…

Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences

ERIC Educational Resources Information Center

Auerbach, A. J.; Higgins, M.; Brickman, P.; Andrews, T. C.

2018-01-01

Active-learning strategies "can" improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An…

Vocabulary and Content Learning in Grade 9 Earth Science: Effects of Vocabulary Preteaching, Rational Cloze Task, and Reading Comprehension Task

ERIC Educational Resources Information Center

Lee, Siok H.

2010-01-01

This study examines strategies for supporting vocabulary and content learning in 5 grade 9 Earth Science classes that are part of a SDAIE program (Specially Designed Academic Instruction in English) in an urban California high school. Students received vocabulary and content instruction during a unit on Earthquakes. One group of students performed…

An Expert Instructor's Use of Social Congruence, Cognitive Congruence, and Expertise in an Online Case-Based Instructional Design Course

ERIC Educational Resources Information Center

Watson, Sunnie Lee; Koehler, Adrie A.; Ertmer, Peggy; Kim, WooRi; Rico, Rudy

2018-01-01

Promoting and sustaining effective discussion--that which contributes to learning--is a skill that eludes many instructors (Darling-Hammond, 2008; Ge, Yamashiro, & Lee, 2000). This study explored the role and strategies of an expert instructor in an online advanced instructional design (ID) course that utilized a case-based learning (CBL)…

Relationship of prior knowledge and working engineers' learning preferences: implications for designing effective instruction

NASA Astrophysics Data System (ADS)

Baukal, Charles E.; Ausburn, Lynna J.

2017-05-01

Continuing engineering education (CEE) is important to ensure engineers maintain proficiency over the life of their careers. However, relatively few studies have examined designing effective training for working engineers. Research has indicated that both learner instructional preferences and prior knowledge can impact the learning process, but it has not established if these factors are interrelated. The study reported here considered relationships of prior knowledge and three aspects of learning preferences of working engineers at a manufacturing company: learning strategy choices, verbal-visual cognitive styles, and multimedia preferences. Prior knowledge was not found to be significantly related to engineers' learning preferences, indicating independence of effects of these variables on learning. The study also examined relationships of this finding to the Multimedia Cone of Abstraction and implications for its use as an instructional design tool for CEE.

Basic Strategies for Mainstream Integration.

ERIC Educational Resources Information Center

Lawrence, Patrick A.

1988-01-01

Guidelines for effectively integrating learning-disabled or behavior problem students into regular classrooms are discussed. They include meetings between regular and special education teachers, class rules, discipline, clear directions, individualized instruction, direct instruction for skill acquisition, peer tutoring, structured activities,…

Effects of Varied Enhancement Strategies (Chunking, Feedback, Gaming) in Complementing Animated Instruction in Facilitating Different Types of Learning Objectives

ERIC Educational Resources Information Center

Munyofu, Mine

2008-01-01

The purpose of this study was to examine the instructional effectiveness of different levels of chunking (simple visual/text and complex visual/text), different forms of feedback (item-by-item feedback, end-of-test feedback and no feedback), and use of instructional gaming (game and no game) in complementing animated programmed instruction on a…

An Exploration of Middle School Teachers' Essences of Participation in Service-Learning Activities

ERIC Educational Resources Information Center

Cochran Holmes, Ashlee Elizabeth

2013-01-01

The purpose of this phenomenological study was to discover the essence of middle school service-learning teachers' experiences with service-learning. Service-learning is "a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility,…

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

NASA Astrophysics Data System (ADS)

Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.

What We Do and Do Not Know about Teaching Medical Image Interpretation.

PubMed

Kok, Ellen M; van Geel, Koos; van Merriënboer, Jeroen J G; Robben, Simon G F

2017-01-01

Educators in medical image interpretation have difficulty finding scientific evidence as to how they should design their instruction. We review and comment on 81 papers that investigated instructional design in medical image interpretation. We distinguish between studies that evaluated complete offline courses and curricula, studies that evaluated e-learning modules, and studies that evaluated specific educational interventions. Twenty-three percent of all studies evaluated the implementation of complete courses or curricula, and 44% of the studies evaluated the implementation of e-learning modules. We argue that these studies have encouraging results but provide little information for educators: too many differences exist between conditions to unambiguously attribute the learning effects to specific instructional techniques. Moreover, concepts are not uniformly defined and methodological weaknesses further limit the usefulness of evidence provided by these studies. Thirty-two percent of the studies evaluated a specific interventional technique. We discuss three theoretical frameworks that informed these studies: diagnostic reasoning, cognitive schemas and study strategies. Research on diagnostic reasoning suggests teaching students to start with non-analytic reasoning and subsequently applying analytic reasoning, but little is known on how to train non-analytic reasoning. Research on cognitive schemas investigated activities that help the development of appropriate cognitive schemas. Finally, research on study strategies supports the effectiveness of practice testing, but more study strategies could be applicable to learning medical image interpretation. Our commentary highlights the value of evaluating specific instructional techniques, but further evidence is required to optimally inform educators in medical image interpretation.

Web-Based Learning Information System for Web 3.0

NASA Astrophysics Data System (ADS)

Rego, Hugo; Moreira, Tiago; García-Peñalvo, Francisco Jose

With the emergence of Web/eLearning 3.0 we have been developing/adjusting AHKME in order to face this great challenge. One of our goals is to allow the instructional designer and teacher to access standardized resources and evaluate the possibility of integration and reuse in eLearning systems, not only content but also the learning strategy. We have also integrated some collaborative tools for the adaptation of resources, as well as the collection of feedback from users to provide feedback to the system. We also provide tools for the instructional designer to create/customize specifications/ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, as well as recommendation of adaptations in learning resources. We also consider the concept of mobility and mobile technology applied to eLearning, allowing access by teachers and students to learning resources, regardless of time and space.

The Node Acquisition and Integration Technique: A Node-Link Based Teaching/Learning Strategy.

ERIC Educational Resources Information Center

Diekhoff, George M.

This paper presents the results of three experiments conducted in connection with development of a node-link based teaching/learning strategy. In experiment 1, subjects were instructed to either define concepts selected from a unit of introductory psychology or to describe the relationships existing between pairs of concepts. The cognitive…

Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome

ERIC Educational Resources Information Center

Hariadi, Bambang; Wurijanto, Tutut

2016-01-01

The research aimed at examining the effect of instructional strategy (web-based STAD and text-based STAD) and achiever motivation toward student learning outcomes. The research implied quasi-experimental design with nonequivalent control group factorial version. The subjects were undergraduate students of Information Systems of academic year…

Making Physiology Learning Memorable: A Mobile Phone-Assisted Case-Based Instructional Strategy

ERIC Educational Resources Information Center

Kukolja Taradi, S.; Taradi, M.

2016-01-01

The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n…

The Influence of Learning Context and Age on the Use of L2 Communication Strategies

ERIC Educational Resources Information Center

Montero, Lidia; Serrano, Raquel; Llanes, Àngels

2017-01-01

This study examines the effects of foreign language learning context (three-month study-abroad; versus "at-home" instruction) and age (10-11-year-old children versus university students) on the development of effective foreign language communication strategies (CS) in monologue production. Participants (N = 95) were all Spanish/Catalan…

Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom

ERIC Educational Resources Information Center

Swiderski, Suzanne M.

2011-01-01

High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations,…

Into Adolescence: Learning about HIV. Curriculum for Grades 5-8. Contemporary Health Series. [Teachers' Guide] Revised Edition. Student Workbook.

ERIC Educational Resources Information Center

Post, Jory; McPherson, Carole

Through a variety of learning strategies, this curriculum guide provides an age-appropriate Acquired Immune Deficiency Syndrome (AIDS) education for students grades 5-8. An introduction incorporates curriculum objectives, classroom environment, teacher responsibilities, time, instructional strategies, parental involvement and support, and…

Preparing All Teachers to Use Proven, Effective Instructional Methods across the Curriculum.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2012

2012-01-01

Research has shown that certain ways of teaching can make a difference in whether students learn standards-based content. Many strategies have proven to be effective in teaching literacy, mathematics, science and social studies. These strategies have facilitated blending academic and career/technical subjects to make learning more meaningful for…

Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers

ERIC Educational Resources Information Center

Alves, Kat D.; Kennedy, Michael J.; Brown, Tiara S.; Solis, Michael

2015-01-01

"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…

Strategies for Integrating Emerging Technologies: Case Study of an Online Educational Technology Master's Program

ERIC Educational Resources Information Center

Czerkawski, Betul C.

2013-01-01

Emerging technologies do not necessarily facilitate or advance learning processes; teaching strategies that are used in the learning process, integration and incorporation methods do. In online instruction, research shows that "effective distance education depends on the provision of pedagogical excellence" (Bernard et al., 2004, p.413).…

Learner-Responsive Instructional Strategies for Adults in Accelerated Classroom Formats: Creating Inclusive Learning Environments

ERIC Educational Resources Information Center

Gupta, Kalpana

2012-01-01

This study was focused on investigating inclusive learning environments in accelerated classroom formats. Three 8-week sections of an undergraduate course at Regis University were examined. Results from observations and surveys were analyzed to determine the effectiveness and consistency of 13 inclusive strategies derived from Wlodkowski and…

Strategy Instruction Shifts Teacher and Student Interactions during Text-Based Discussions

ERIC Educational Resources Information Center

Boardman, Alison G.; Boelé, Amy L.; Klingner, Janette K.

2018-01-01

This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184)…

The Effect of Teachers’ Memory-Relevant Language on Children’s Strategy Use and Knowledge

PubMed Central

Grammer, Jennie; Coffman, Jennifer L.; Ornstein, Peter

2014-01-01

Building on longitudinal findings of linkages between aspects of teachers’ language during instruction and children’s use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders (N=54, mean age=7 years) were randomly assigned to a science unit that varied only in teachers’ use of memory-relevant language. Pretest, posttest, and 1-month follow-up assessments revealed that although all participating children learned new information as a result of instruction, those exposed to memory-rich teaching exhibited greater levels of strategic knowledge and engaged in more sophisticated strategy use in a memory task involving instructional content than did students exposed to low-memory instruction. The findings provide support for a causal linkage between teachers’ language and children’s strategic efforts. PMID:23574097

The State of the Art Assessment in Basic Skills Education Program 2

DTIC Science & Technology

1980-06-01

elementary grades, which are inappropriate for adult learners . Instructional strategies differed from the more traditional classroom lecture aporoach to...training programs need to provide learners With coping behaviors and learning strategies appropriate for on-the-job anticipated or unanticipated...are strategies that enable a 25 learner to develop a positive attitude toward learning, and cope with internal and external distractors (such as

The Internet as an informal learning environment: Assessing knowledge acquisition of science and engineering students using constructivist and objectivist formats

NASA Astrophysics Data System (ADS)

Hargis, Jace

This study examined the effects of two different instructional formats on Internet WebPages in an informal learning environment. The purpose of this study is to (a) identify optimal instructional formats for on-line learning; (b) identify the relationship between post-assessment scores and the student's gender, age or racial identity; (c) examine the effects of verbal aptitudes on learning in different formats; (d) identify relationships between computer attitudes and achievement; and (e) identify the potential power for self-regulated learning and self-efficacy on Internet WebPages. Two learning strategy modules were developed; a constructivist and an objectivist instruction module. The study program consisted of an on-line consent form; a computer attitude survey; a Motivated Strategies for Learning Questionnaire; a verbal aptitude test; a pre-assessment; instructional directions followed by the instructional module and a post-assessment. The study tested 145 post-secondary science and engineering participants from the University of Florida. Participants were randomly assigned to one of two treatment groups or a control in a pretest/posttest design. An analysis of covariance with general linear models was used to account for effects of individual difference variables and aptitude treatment interaction (ATI). This statistical procedure was used to determine the relationships among the dependent variable, the achievement on each of the formats and the independent variables, attitudes, gender, racial identity, verbal aptitudes, and self-regulated learning/self-efficacy. Significant results at alpha = .05 were found for none of these variables. However, a linear prediction of age shows that older participants scored higher on the post-assessment after completing the objectivist module. Although there were no significant differences between the learning format and the variables, there was a difference between the modules and the control. Therefore, it is possible that regardless of characteristics, science and engineering students can learn on-line technical material.

Communicating Patient Status: Comparison of Teaching Strategies in Prelicensure Nursing Education.

PubMed

Lanz, Amelia S; Wood, Felecia G

Research indicates that nurses lack adequate preparation for reporting patient status. This study compared 2 instructional methods focused on patient status reporting in the clinical setting using a randomized posttest-only comparison group design. Reporting performance using a standardized communication framework and student perceptions of satisfaction and confidence with learning were measured in a simulated event that followed the instruction. Between the instructional methods, there was no statistical difference in student reporting performance or perceptions of learning. Performance evaluations provided helpful insights for the nurse educator.

Learning How to Think

ERIC Educational Resources Information Center

Deming, John C.; Cracolice, Mark S.

2004-01-01

Teaching strategies are becoming increasingly oriented toward guiding students' knowledge construction through cooperative learning. Enhancing students' cognitive development is a priority; students must "learn how to think." Inquiry instruction provides students with tools to make decisions based upon available evidence and an opportunity to…

Learning Experiences in Medical Education.

ERIC Educational Resources Information Center

Leggat, Peter A.

2000-01-01

Discusses the learning experience from both traditional and computer-assisted instructional methods. Describes the environments in which these methods are effective. Focuses on learning experiences in medical education and describes educational strategies, particularly the 'SPICES' model. Discusses the importance of mentoring in the psychosocial…

Models of Learning in ICAI.

ERIC Educational Resources Information Center

Duchastel, P.; And Others

1989-01-01

Discusses intelligent computer assisted instruction (ICAI) and presents various models of learning which have been proposed. Topics discussed include artificial intelligence; intelligent tutorial systems; tutorial strategies; learner control; system design; learning theory; and knowledge representation of proper and improper (i.e., incorrect)…

The Effects of Reading Strategy Instruction via Electronic Storybooks on EFL Young Readers' Reading Performance

ERIC Educational Resources Information Center

Fu, Yu-Ju; Chen, Shu-Hui; Wey, Shyh-Chyi; Chen, Shu-Chu

2014-01-01

The prevalence of web-based applications and the use of multimedia in school make learning and teaching through the Internet a popular method in education (Ferdig, 2005). To keep in line with the trend, the purpose of the study was to explore the effects of reading strategy instruction via electronic storybooks on EFL elementary school students'…

Learning the Control of Variables Strategy in Higher and Lower Achieving Classrooms: Contributions of Explicit Instruction and Experimentation

ERIC Educational Resources Information Center

Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Calderhead, William J.; Dunlap, Emily E.; Hodell, Emily C.; Freer, Benjamin Dunham

2010-01-01

Students (n = 797) from 36 4th-grade classrooms were taught the control of variables strategy for designing experiments. In the instruct condition, classes were taught in an interactive lecture format. In the manipulate condition, students worked in groups to design and run experiments to determine the effects of four variables. In the both…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

NASA Astrophysics Data System (ADS)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

NASA Astrophysics Data System (ADS)

Firdausi, N.; Prabawa, H. W.; Sutarno, H.

2017-02-01

In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

Millennial generation student nurses' perceptions of the impact of multiple technologies on learning.

PubMed

Montenery, Susan M; Walker, Marjorie; Sorensen, Elizabeth; Thompson, Rhonda; Kirklin, Dena; White, Robin; Ross, Carl

2013-01-01

To determine how millennial nursing students perceive the effects of instructional technology on their attentiveness, knowledge, critical thinking, and satisfaction. BACKGROUND Millennial learners develop critical thinking through experimentation, active participation, and multitasking with rapid shifts between technological devices. They desire immediate feedback. METHOD; A descriptive, longitudinal, anonymous survey design was used with a convenience sample of 108 sophomore, junior, and senior baccalaureate nursing students (participation rates 95 percent, winter, 85 percent, spring). Audience response, virtual learning, simulation, and computerized testing technologies were used. An investigator-designed instrument measured attentiveness, knowledge, critical thinking, and satisfaction (Cronbach's alphas 0.73, winter; 0.84, spring). Participants positively rated the audience response, virtual learning, and simulation instructional technologies on their class participation, learning, attention, and satisfaction. They strongly preferred computerized testing. Consistent with other studies, these students engaged positively with new teaching strategies using contemporary instructional technology. Faculty should consider using instructional technologies.

Investigating Pre-service Science Teachers' Developing Professional Knowledge Through the Lens of Differentiated Instruction

NASA Astrophysics Data System (ADS)

Goodnough, Karen

2010-03-01

In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers’ developing conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy to explore students’ perceptions of DI in the context of science teaching and learning. Several data collection methods and sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal writing. Outcomes report on students’ perceptions of both the potential and challenges associated with adopting a DI approach to science teaching and learning.

Enhancing the Conceptual Understanding of Science.

ERIC Educational Resources Information Center

Gabel, Dorothy

2003-01-01

Describes three levels of understanding science: the phenomena (macroscopic), the particle (microscopic), and the symbolic. Suggests that the objective of science instruction at all levels is conceptual understanding of scientific inquiry. Discusses effective instructional strategies, including analogy, collaborative learning, concept mapping,…

The Effect of Peer Instruction Method on Pre-Service Teachers' Conceptual Comprehension of Methodology Course

ERIC Educational Resources Information Center

Al-Hebaishi, Safaa Mohammad

2017-01-01

Peer teaching has become a productive learning strategy at all education levels. Peer Instruction Method is carried out in a range of forms and contexts like co-tutoring, reciprocal tutoring and discussion groups without teachers. To examine the effectiveness of using the peer instruction method to enhance the conceptual comprehension of…

Interactive and Textbook Lessons in Science Instruction: Combining Strategies to Engage Students in Learning

ERIC Educational Resources Information Center

Puentes, Christina

2007-01-01

Students in elementary classrooms are not receiving science instruction that is engaging and challenging. The review of the literature indicates that the way that the information is presented has more of an impact on the students than simply whether they comprehend the information. Studies show that hands-on science instruction allows success…

Multimedia Design Principles for Constructing Prescriptive, Democratic and Cybernetic Learning Environments.

ERIC Educational Resources Information Center

Schwier, Richard A.

The quality of multimedia-based interaction is more the product of the way instruction is designed, and less the result of the system on which it is delivered. To fully exploit the capabilities of more powerful instructional technologies, designers must also reexamine the assumptions and expand the strategies employed in instructional design.…

Differentiating Literacy Instruction for Digital Learners: The Effect of Multimedia Think-Aloud Worked Examples on Adolescent Analytical Reading Comprehension

ERIC Educational Resources Information Center

Neebe, Diana Combs

2017-01-01

Learning by example is nothing new to the education landscape. Research into think-aloud protocols, though often used as a form of assessment rather than instruction, provided practical, content-specific literacy strategies for crafting the instructional intervention in this study. Additionally, research into worked examples--from the earliest…

Designing for Teaching and Learning in an Open World: Task Supported Open Architecture Language Instruction

ERIC Educational Resources Information Center

Derderian, Ani

2017-01-01

Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to…

Using the Learning Together Strategy to Affect Student Achievement in Physical Science

NASA Astrophysics Data System (ADS)

Campbell, Manda D.

Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

NASA Astrophysics Data System (ADS)

Gardner, Joel; Belland, Brian R.

2017-08-01

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill's First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level ( t(40) = -1.432, p = 0.08, ES = 0.4) and at the Problem Solving level ( U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level ( t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

Differentiating Science Instruction: Secondary science teachers' practices

NASA Astrophysics Data System (ADS)

Maeng, Jennifer L.; Bell, Randy L.

2015-09-01

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century

ERIC Educational Resources Information Center

Son, Barbara

2016-01-01

There is a constant challenge for online programs, instructional designers and instructors to tailor eLearning materials for different learning styles. We examined this issue by closely looking at the innovative interactive learning models at the previous AACE Conferences (Son & Goldstone, 2011, Son & Goldstone, 2012, Son & Simonian,…

The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

ERIC Educational Resources Information Center

Kim, Kyong-Jee; Bonk, Curtis J.; Oh, Eunjung

2008-01-01

This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended…

Applying Learning Diagnosis Diagram in Computer Aided Instructions: Research, Practice and Evaluation

ERIC Educational Resources Information Center

Wu, YuLung

2010-01-01

In Taiwan, when students learn in experiment-related courses, they are often grouped into several teams. The familiar method of grouping learning is "Cooperative Learning". A well-organized grouping strategy improves cooperative learning and increases the number of activities. This study proposes a novel pedagogical method by adopting…

Experience-Based Learning: How to Make the Community Your Classroom.

ERIC Educational Resources Information Center

McClure, Larry; And Others

Strategies are presented for combining academic study with out-of-school learning opportunities for junior high and secondary students. Experience-based learning should combine four elements: community involvement, individualized instruction, guidance, and new learning leadership roles for teachers. Six chapters explain how to accomplish this.…

The Global Aspects of Brain-Based Learning

ERIC Educational Resources Information Center

Connell, J. Diane

2009-01-01

Brain-Based Learning (BBL) can be viewed as techniques gleaned from research in neurology and cognitive science used to enhance teacher instruction. These strategies can also be used to enhance students' ability to learn using ways in which they feel most comfortable, neurologically speaking. Jensen (1995/2000) defines BBL as "learning in…

Cognitive Load Theory vs. Constructivist Approaches: Which Best Leads to Efficient, Deep Learning?

ERIC Educational Resources Information Center

Vogel-Walcutt, J. J.; Gebrim, J. B.; Bowers, C.; Carper, T. M.; Nicholson, D.

2011-01-01

Computer-assisted learning, in the form of simulation-based training, is heavily focused upon by the military. Because computer-based learning offers highly portable, reusable, and cost-efficient training options, the military has dedicated significant resources to the investigation of instructional strategies that improve learning efficiency…

Strategies to Improve Learning of All Students in a Class

ERIC Educational Resources Information Center

Suraishkumar, G. K.

2018-01-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

Correcting Misconceptions on Electronics: Effects of a Simulation-Based Learning Environment Backed by a Conceptual Change Model

ERIC Educational Resources Information Center

Chen, Yu-Lung; Pan, Pei-Rong; Sung, Yao-Ting; Chang, Kuo-En

2013-01-01

Computer simulation has significant potential as a supplementary tool for effective conceptual-change learning based on the integration of technology and appropriate instructional strategies. This study elucidates misconceptions in learning on diodes and constructs a conceptual-change learning system that incorporates…

Teaching Significant Figures Using a Learning Cycle.

ERIC Educational Resources Information Center

Guymon, E. Park; And Others

1986-01-01

Describes an instructional strategy based on the learning cycle for teaching the use of significant figures. Provides explanations of teaching activities for each phase of the learning cycle (exploration, invention, application). Compares this approach to teaching significant figures with the traditional textbook approach. (TW)

Using innovative instructional technology to meet training needs in public health: a design process.

PubMed

Millery, Mari; Hall, Michelle; Eisman, Joanna; Murrman, Marita

2014-03-01

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice

NASA Astrophysics Data System (ADS)

Shirley, Melissa L.; Irving, Karen E.

2015-02-01

Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools that support the implementation of formative assessment strategies are therefore likely to enhance student achievement. Connected classroom technologies (CCTs) include a family of devices that show promise in facilitating formative assessment. By promoting the use of interactive student tasks and providing both teachers and students with rapid and accurate data on student learning, CCT can provide teachers with necessary evidence for making instructional decisions about subsequent lessons. In this study, the experiences of four middle and high school science teachers in their first year of implementing the TI-Navigator™ system, a specific type of CCT, are used to characterize the ways in which CCT supports the goals of effective formative assessment. We present excerpts of participant interviews to demonstrate the alignment of CCT with several main phases of the formative assessment process. CCT was found to support implementation of a variety of instructional tasks that generate evidence of student learning for the teacher. The rapid aggregation and display of student learning evidence provided teachers with robust data on which to base subsequent instructional decisions.

Preparing Preservice Teacher Candidates to Differentiate Instructional Practices

ERIC Educational Resources Information Center

Ochoa, Bianca R.

2013-01-01

This action research study focused on how various grouping strategies influenced preservice teachers' differentiation of instruction. The participants included a third grade mentor teacher and three preservice teacher candidates. The candidate preparation curriculum consisted of seminars, daily field-based learning experiences, and ongoing…

Analysis of Student-Evaluation Data on the Teaching of Fundamental Physics in an Introductory Technology Course, Paying Attention to Students‧ Earnestness to Learn

NASA Astrophysics Data System (ADS)

Nishida, Masahiko

How student evaluations of the teaching of fundamental physics for engineering relate to teaching strategy from academic 2004 to 2006 has been studied, focusing on students‧ earnestness to learn. The teaching emphasized instructing theoretical concepts for 2004 and solving problems for 2005. The instruction during 2006 offered a good balance between the strategy for 2004 and that for 2005. The first and second components produced by principal-component analysis of the evaluation data have indicated the quality of instruction and the scholastic ability of students, respectively, independent of the teaching strategy. While correlation between the second component and the degree of earnestness was positive for 2004 and negative for 2005, the correlation for 2006 has been negligible, as expected. Multiple-regression analysis between the evaluation data and students‧ exam scores has shown little correlation for 2006, in contrast to that for 2004, but similar to that for 2005. Finally, we can say that the teaching strategy for 2006 would lead to educational effects similar to those in 2005 when the exam scores were notably improved.

Using Peer Assisted Learning Strategies for Boys, Aboriginal Learners, and At-Risk Populations

ERIC Educational Resources Information Center

Mattatall, Chris A.

2017-01-01

This study reports on one school district's attempt to address reading gaps in boys, Aboriginal students, and special education students at 1st grade by implementing Peer Assisted Learning Strategies (PALS) to supplement classroom reading instruction. Findings indicate that compared to previous years, when PALS was not used, students in this study…

Elaboration and Organization Strategies Used by Prospective Class Teachers While Studying Social Studies Education Textbooks

ERIC Educational Resources Information Center

Tay, Bayram

2013-01-01

Problem Statement: Students spend a considerable amount of their time studying from textbooks, which play an important role in their learning activities. The strategies students use to learn work as guides, requiring them to mentally process, make sense of and internalize information offered to them during the instructional process. Of these,…

An Action Research on Deep Word Processing Strategy Instruction

ERIC Educational Resources Information Center

Zhang, Limei

2010-01-01

For too long a time, how to memorize more words and keep them longer in mind has been a primary and everlasting problem for vocabulary teaching and learning. This study focused on deep processing as a word memorizing strategy in contextualizing, de- and re- contextualizing learning stages. It also examined possible effects of such pedagogy on…

Identifying Motivational Strategies to Engage Undergraduate Learning in Web-Based Instruction

ERIC Educational Resources Information Center

Glore, Peyton R.

2010-01-01

Increased access to the Internet and online technologies has allowed a growing number of students to take part in college courses online. Participants in these courses tend not to be as motivated to engage in learning with the same thoroughness as they do in a classroom-based course. This study investigates strategies that are perceived as…

Emotion Regulation Strategies That Promote Learning: Reappraisal Enhances Children's Memory for Educational Information

ERIC Educational Resources Information Center

Davis, Elizabeth L.; Levine, Linda J.

2013-01-01

The link between emotion regulation and academic achievement is well documented. Less is known about specific emotion regulation strategies that promote learning. Six- to 13-year-olds ("N" = 126) viewed a sad film and were instructed to reappraise the importance, reappraise the outcome, or ruminate about the sad events; another group…

Designing E-Portfolio with ARCS Motivational Design Strategies to Enhance Self-Directed Learning

ERIC Educational Resources Information Center

Mohamad, Syamsul Nor Azlan; Embi, Mohamed Amin; Nordin, Norazah Mohd

2016-01-01

This paper presents the instructional design effect on motivation towards the implementation of e-Portfolio with ARCS Motivational design strategies to enhance self-directed learning. The purpose of the study was to examine the learners' motivation level after the implementation of e-Portfolio. Initially, this paper was conducted to study a total…

Observational learning by individuals with autism: a review of teaching strategies.

PubMed

Plavnick, Joshua B; Hume, Kara A

2014-05-01

Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices.

Cognitive Strategies and Skill Acquisition.

DTIC Science & Technology

1981-02-09

Behavior (Acadmic Press, N.Y., 1974). ( 9). Craik , F.I.M., 8 Lockhart , R.S., Levels of processing : A frame- work for memory research, Journal of...C.D., a Stein, B.S., Some general constraints on learning and memory research, in: F.I.M. Craik 6 L.S. Cermak.(eds.), Levels of Processing and...instructions, or instructions in the use of particular strategies. (Belmont & Butterfield, 1971; Craik & Lockhart , 1972; Weinstein, 1978) have had

Special Education Teachers' Knowledge and Use of Brain-Based Teaching, Common Core State Standards, Formative Feedback Practices and Instructional Efficacy for the Diverse Learning Needs of Students in High and Low Proficiency Groups

ERIC Educational Resources Information Center

Walker-Thompson, Malasia

2014-01-01

This study examined special education teachers' knowledge and use of: brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy for diverse students. The study identified the differences amongst special education teachers' responses on the dimensions of brain-based teaching strategies, Common Core…

Problem-based Learning Behavior: The Impact of Differences in Problem-Based Learning Style and Activity on Students' Achievement.

ERIC Educational Resources Information Center

van Til, Cita T.; And Others

Problem-based learning (PBL) as a new instructional method is becoming increasingly popular. PBL is hypothesized to have a number of advantages for learning because it applies insights from cognitive learning theory and it fosters a lifelong learning strategy. As in all learning programs there are individual differences between students. This…

Reinforcement Learning in Information Searching

ERIC Educational Resources Information Center

Cen, Yonghua; Gan, Liren; Bai, Chen

2013-01-01

Introduction: The study seeks to answer two questions: How do university students learn to use correct strategies to conduct scholarly information searches without instructions? and, What are the differences in learning mechanisms between users at different cognitive levels? Method: Two groups of users, thirteen first year undergraduate students…

Cooperative Learning: A Practical Application Strategy.

ERIC Educational Resources Information Center

Platte, Stephen A.

1991-01-01

Discusses a method of finding and implementing articles from among the sizeable amount of professional literature regarding cooperative learning. Describes the application of three teaching models (1) jigsaw, (2) group investigation, and (3) cybernetics that apply cooperative learning to elementary and secondary social studies instruction. (SG)

Perception, Attitude and Instructional Preferences on Physics in High School Students: An Exploration in an International Setting

NASA Astrophysics Data System (ADS)

Narayanan, Mini; Gafoor, Abdul

Questionnaire survey explored perception, attitude and instructional preferences with respect to gender and nationality in high school students of India and USA, a sample of 1101 Indian and 458 US students. Descriptive Statistics techniques were adopted for analysis. Male and female students in USA were at the high and low ends of the spectrum, respectively, in perception and attitude. Preference on instructional strategies was found to be independent of nationality, exposed strategies, opting science, class size and facilities. Responses from both countries indicate preference for an integrated instructional strategy that has strong teacher involvement in a student-centered framework. A thoughtful and properly designed instructional strategy could provide sufficient elements in modifying students' epistemological beliefs. Understanding the nature and process of physics along with a better learning outcome is usually not possible by administering student-centered or teacher-centered strategies alone in their purest form. This study provides adequate support in obtaining two equally significant but contrasting goals in Physics Education Research, to gain conceptual development with increased interest and attainment in learners, through integration.

Research on Learning Strategies and Hands-On Training in CAI. Final Report, 1 January 1975 to 30 September 1978.

ERIC Educational Resources Information Center

Towne, Douglas M.; And Others

This final report reviews research performed in two major areas--instructional theory, and development of a generalized maintenance trainer simulator. Five related research projects were carried out in the domain of instructional theory: (1) the effects of visual analogies of abstract concepts, (2) Markov decision models for instructional sequence…

Instructional and behavior management practices implemented by elementary general education teachers.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

2013-12-01

This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined. © 2013.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Schlingman, W. M.; CATS

2009-01-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 30 institutions around the United States completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N<10) to large (N 180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of total classroom time that was dedicated to the use of interactive learning strategies. Pre-instruction LSCI scores were clustered around 25% (24±2%), independent of class size and institution type; however, the normalized gains for these classes varied from about (-)0.07-0.50. These two results suggest that the differences in gain were due to instruction in the classroom, not the size of class or type of institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactive instruction. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for the higher interactivity classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gains. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

How Is Knowledge Generated about Memory Encoding Strategy Effectiveness?

ERIC Educational Resources Information Center

Hertzog, Christopher; Price, Jodi; Dunlosky, John

2008-01-01

This study evaluated how people learn about encoding strategy effectiveness in an associative memory task. Individuals studied two lists of paired associates under instructions to use either a normatively effective strategy (interactive imagery) or a normatively ineffective strategy (rote repetition) for each pair. Questionnaire ratings of imagery…

Internalization and Participation as Metaphors of Strategic Reading Development

ERIC Educational Resources Information Center

Davis, Dennis S.

2011-01-01

Many studies of comprehension strategies instruction rely on an internalization metaphor of strategy learning. In this view, strategies eventually enter students' heads after repeated interactions with teachers who introduce strategies and control how they are used. In this article, the author discusses the limitations of the internalization view…

Teaching ESL Beginners Metacognitive Writing Strategies through Multimedia Software

ERIC Educational Resources Information Center

Wei, Jing; Chen, Julian Chengchiang; Adawu, Anthony

2014-01-01

This case study explores how strategy-based instruction (SBI), assisted by multimedia software, can be incorporated to teach beginning-level ESL learners metacognitive writing strategies. Two beginning-level adult learners participated in a 10-session SBI on planning and organizing strategies. The Cognitive Academic Language Learning Approach…

Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.

PubMed

Alsharif, Naser Z; Galt, Kimberly A

2008-04-15

To evaluate an instructional model for teaching clinically relevant medicinal chemistry. An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses.

Strategies for Instructional Leadership.

ERIC Educational Resources Information Center

Haig, T. Josiha

Beginning with the premise that all pupils can learn if given sufficient time and proper assistance, this paper discusses the efforts of East Orange Public School District (New Jersey) to develop a comprehensive system for improving school administrators' instructional leadership capabilities. The presentation's objectives are threefold: (1)…