Learning Processes Flashcards
At all ages students are trying to determine their
identity, where they fit in, what they are interested in, and how they interact with others.
adolescents are particularly
self-centered and self involved. May not empathize well with others and often do not realize their peers ahre similar experiences. They think everyone around them is scrutinizing their actions.
Challenges for adolescents
issues with
-self-image or self-concept
-physical appearance
- eating disorders
-feelings of rebelliousness
-identify formations
-tackling educational and career decisions
Teachers play a daily role in the lives of all students
an adult mentor (other than a parent) enhances a student’s well-being, especially during adolescence. They can help students work through self-esteem and confidence issues by building relationships and praising them for tasks done well. They can also help students create a positive idea of themselves, which is also known as a positive self-concept.
It is important for teachers to present the same information using
multiple modalities so students can experience it in a variety of ways
3 main ways students learn
auditory (learn by hearing)
visual (learn by seeing)
tactile/kinesthetic (learn by touch or movement)
Auditory learning examples
read alouds, verbal instructions, discussions, hearing the word spelled out letter by letter
Visual learning instructional examples
charts, graphs, graphic organizers, visual aids such as slideshow presentations, seeing word written letter by letter
Tactile/kinestehtic learning instructional examples
hands-on activities, incorporated body movement (such as relating hand gestures to help students remember certain concepts), opportunities to move while working
Using materials, such as magnetic letters, play-doh, or shaving cream to build or trace the word, letter by letter.
hopping from one letter to the next using letter cards on the floor
Many students in elementary school have difficulty sitting still and thinking abstractly. Therefore, classrooms for this age group
need to be learner-centered with as many hands-on experiential learning opportunities as possible.
middle school students are in a transitional stage and might show
characteristics of both older and younger learners. During this phase it is vital to focus on developing skills and attitudes that will bolster the students success going formard.
Methods of increasing positive learning skills and attitudes in middle school include
Cooperative learning which allows tuudents to learn how to get along with others and to experience success as a group. It requires direction concerning work that should be completed independently and work that should be accomplished as a group
Encouraging lifelong learning conveys assessment and improvement in ways other than strictly a grade format. Teaches students to reflect and self-assess individual and group performance and how to improve these areas in the future. Encourages students in their studies and shows education as having essential value
Appreaciating diversity teaches multiculturalism in the classroom through projects with students of various backgrounds, direct instruction on diverse topics, and group conversations. The ability to work with and appreciate others from all backgrounds is very important for students at this age.
Students at the high-school level seek
autonomy and choice in learning, but still require guidance and support to aid in making good choices.
High school student characterstics of learning development
abstract thinking that focuses on gray areas between issues and change perspectives on issues to match their goals
Increased logic and reasoning but may still struggle with making choices to reflect thinking abilities
search for identity and focus on the future. Interest in complex issues and capable of back and forth conversations. Open to new perspectives
Exploration of career and life goals. Interest in future decisions and desire to make a positive impact on the community at large
teachers should help students develop metacognition, which is
thinking about one’s own thinking. Students should have an awareness of how they learn and what they learn and what they know to help them apply learning strategies most effectively.
Learning strategies teachers can guide students to use to develop metacognition
activating prior knowledge, questioning, using graphic organizers, annotating, using concrete examples,
Activating prior knowledge
unlock what students already know to help connect with and make sense of the new information through discussions, quick writing activities, anticipatory guide/set (series of statements used to elicit student response), KWL
Questioning
Actively asking questions while working through new material. This can prompt students to correct some of their own misconceptions
Using graphic organziers
visually displaying informaition to show how concepts relate to each other. Focus on specific relationships (sequence of events, main ideas and details, similarities and differences). Break material down into manageable chunks
Annotating
actively engaging with a text by making notes in it to note key points, jot down thoughts and reflections, ask questions, and monitor understanding
Using concrete examples
Illustrating concepts with hands-on material or real-world situations is beneficial for all levels of cognitive development
teachers should guide students throuhg applying learning strategies with the ultimate goals of
students using them independently in their future studies
Using metacognition throughout learning strategies will help students
recognize how they learn best
teaching the benefits of organizational skills
both through modeling and direct instruction. This can start with earliest grades telling students the proper place for classroom materials and continue through highschool by teaching students the benefit of budgeting and storing important documents properly.
some students benefit from tools such as
self-monitoring charts and checklists
Study skills instruction occurs with the goal of
creating independent learners. By modeling age-appropriate study skills and facilitating student use of the skills, students’ ability to apply those skills independently will increase.
Study skills include
note-taking, summarizing reading material, test-taking skills, time management for extended projects
Note-taking skills
teachers can model choosing which information from a lecture or lesson should be included in student notes Usually scaffolded with younger students through fill in the blank notes or outlines. As they get older they progress to independent note taking
summarizing reading material
summarizing is a skill used to clarify student understanding and serve as a tool for review. They can vary form short “gist” statements to more complete and thorough summaries of complex materials. Strategy commonly used to facilitate summary writing is asking students the 5 ws.
Test-taking skills
students should know strategies for approaching multiple-choice questions and appropriate structures for short answer or essay questions
Time management for extended projects
for students in younger grades, the teacher will typically provide guidelines and checkpoints for students to follow as they complete a more extensive project. As student progress, the focus will shift to students creating their own checkpoints and managing their time more independently.
teaching self-direction
goal is to instill the ability and desire in students to continue their education outside of the classroom
The most effective way to implement self-direction is to
teach and alllow students to direct their own learning. As students mature, they should be given more freedom in their learning.
Allowing students to make choices
increases their motivation.
a by-product of self-directed learning is that
students begin to take responsibility for their own education and develop a sense of ownership in their learning.
