Academic Success: Applying Learning Theory in the Classroom by Marie Menna Pagliaro

By Marie Menna Pagliaro

Beginning with guiding lecturers in developing a good and supportive studying setting for scholar fulfillment, Academic Success then provides a overview of behavioral, constructivist, and cognitive studying theories. those theories are mirrored in the 4 major different types with which lecturers needs to continually deal, those being motivation; goals/objectives and suggestions; supplying unique studying; and reinforcement. educational luck provides a number of examples of lecture room purposes that express how the theories may be applied. This publication additionally deals a case research that demonstrates how with one teacher’s initiative, studying theories have been utilized to actively contain scholars inside a college, college district, and beyond.

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Just as students in his class needed to support each other, members of the administration and faculty had to support each other, too. 21ST CENTURY CLASSROOM: TRANSFORMATION 2 Mr. Watson was pleased that he didn’t have to change everything he was doing. But he did want to make some adjustments. ” to include what they were good at and enjoyed and what they would like to accomplish. He was determined to incorporate this information into his lessons. While his stu- 14 Chapter 2 dents were involved in this activity, he took the attendance.

8 Ms. Spector: When we read this story, I want you to pay particular attention to who the main characters are, what they are doing to make life difficult for Mrs. Warren, and how she handles their behavior. Keeping learning personal means finding out about students’ cultures. In the culturally diverse 21st century classroom, be genuinely curious about different cultures represented by your students. However, always remember that each individual in any cultural group may not conform to the cultural norm.

They clearly offer direction and overall thrust to instruction within its time frame. Though you may have your own goals in planning and teaching a unit, goals should not emphasize what you want to achieve, but what you want the students to achieve. When age appropriate, students should also determine, in addition to your goals, their own goals to accomplish by the end of the unit. It is valuable to write a rubric for each goal. Dr. Robert Marzano has developed a free scale bank, a most valuable tool that both teachers and students can use for assessing the achievement of any Common Core State Standard at various points in the instructional process.

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