scholarly journals Metacognitive Strategies: Instructional Approaches in Teaching and Learning of Basic Calculus

2021 ◽  
Vol 7 (6) ◽  
pp. 01-09
Author(s):  
Engr. Rudy C. Mariano Jr ◽  
Cristo Mark D. Ancheta
Keyword(s):  
Teaching And Learning ◽  
Metacognitive Strategies ◽  
Instructional Approaches ◽  
Basic Calculus

scholarly journals Instructor-learner body coupling reflects instruction and learning

2021 ◽  
Author(s):  
Yafeng Pan ◽  
Suzanne Dikker ◽  
Yi Zhu ◽  
Cuirong Yang ◽  
Yi Hu ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Support Vector ◽  
Learning Approaches ◽  
Instructional Approaches ◽  
Instructional Approach ◽  
Logistic Regression Models ◽  
Physical Motion ◽  
Time Interaction ◽  
Motion Energy ◽  
Instruction And Learning

It is widely accepted that nonverbal communication is crucial for learning, but the exact functions of interpersonal coordination between instructors and learners remain unclear. Specifically, it is unknown what role instructional approaches play in the coupling of physical motion between instructors and learners, and crucially, how such instruction-mediated Body-to-Body Coupling (BtBC) might affect learning. We used a video-based, computer-vision Motion Energy Analysis (MEA) to quantify BtBC between learners and instructors who used two different instructional approaches to teach psychological concepts. BtBC was significantly greater when the instructor employed a scaffolding approach than when an explanation approach was used. The importance of instructional approach was further underscored by the fact that an increase in motion in the instructor was associated with boosted BtBC, but only during scaffolding; no such relationship between the instructor movements and BtBC was found during explanation interactions. Finally, leveraging machine learning approaches (i.e., support vector and logistic regression models), we demonstrated that both learning outcome and instructional approaches could be decoded based on BtBC. Collectively, these results show that the real-time interaction of teaching and learning bodies is important for learning and that instructional approach matters, with possible implications for both in-person and online learning.

Below the Bar: Profiles of Students who Fail State Reading Assessments

2002 ◽  
Vol 24 (3) ◽  
pp. 219-239 ◽  
Author(s):  
Marsha Riddle Buly ◽  
Sheila W. Valencia
Keyword(s):  
School Districts ◽  
Student Performance ◽  
Teaching And Learning ◽  
Reading Assessment ◽  
Reading Assessments ◽  
Instructional Approaches ◽  
State Tests ◽  
Reading Abilities ◽  
Improve Student Performance ◽  
State And Local

State and school districts are looking for policies they believe will improve student performance. As a result, assessments have proliferated, stakes have increased, and specific curriculum and instructional approaches are being mandated. In this study, we probed beneath students' failing scores on a state reading assessment to investigate the needs of struggling students and implications for policy. We found that scores on state tests mask distinctive and multifaceted patterns of students' reading abilities that require dramatically different instructional emphases. We explore the implications of this complexity for state and local reform efforts that target improved teaching and learning.

Prosody in Second Language Teaching

2020 ◽  
pp. 618-630
Author(s):  
Dorothy M. Chun ◽  
John M. Levis
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Linguistic Theory ◽  
High Tech ◽  
Instructional Approaches ◽  
Prosodic Features ◽  
L2 Acquisition ◽  
Second Language Teaching ◽  
Different Types

Teaching and learning second language (L2) prosody attracted attention from early theorists before becoming disconnected from linguistic theory. Now, theoretical and pedagogical attention are both seen as aspects of L2 teaching, especially in regard to how prosody affects how listeners understand the speech of L2 learners. This chapter discusses how prosody affects the comprehensibility and intelligibility of L2 speech. It suggests ways in which prosody training is effective in improving perception and production. Instruction in prosody has been based on theories relating to the perception and production of segmentals, indicating a need for greater attention to L2 prosody in its own right. Finally, the chapter discusses teaching different types of prosodic features, including attention to both low-tech and high-tech tools. The future of L2 prosody teaching is wide open, and attention to instructional approaches must address the importance of L1–L2 (mis)matches and principles tied to L2 acquisition.

scholarly journals Small shifts, big changes: changing the story for students with Sensory Processing Sensitivity (SPS)

2016 ◽  
Vol 3 (2) ◽  
pp. 24-31
Author(s):  
Kaaryn Cater
Keyword(s):  
Sensory Processing ◽  
Teaching And Learning ◽  
Metacognitive Strategies ◽  
Tertiary Level ◽  
Student Behaviour ◽  
Life Long Learning ◽  
Highly Sensitive ◽  
Sensory Processing Sensitivity ◽  
Key Indicators ◽  
Tertiary Study

Abstract It is my privilege to work as a tertiary learning advisor (TLA). Through my role I have had the opportunity to form unique relationships with students during individual consultations. This has enabled me to observe student behaviour, and the metacognitive strategies students use to negotiate the myriad challenges of tertiary study. I noticed trends in student behaviour that did not fit current literature on teaching and learning, and identified possible links between the observed student feelings of overwhelm, and sensory processing sensitivity (SPS) and highly sensitive people (HSP), the term used to describe humans with SPS. This paper examines the transformative journey I took in identifying the key indicators of SPS, firstly in myself, and then in my students. My burgeoning knowledge and reflection on and in my own practice provided self-scaffolding that enabled me to recognise and share the markers of SPS. My study ‘Does an understanding of HSP help students who identify as Highly Sensitive People (HSP) to manage their learning?’ found that HSP students unanimously rate the knowledge of SPS to be life-changing and empowering in managing life and study. All participants also believed that information about SPS should be made available to all in-coming students, and that tutors should be given training and resources in order to better support HSP students. Of significance, it also found that tertiary students with SPS have often already developed useful metacognitive strategies for independent and life-long learning by the time they reach tertiary level education.

scholarly journals Effective Metacognitive Strategies to Boost English as a Foreign Language Reading Comprehension

2019 ◽  
Vol 4 (2) ◽  
pp. 116-137
Author(s):  
Meri Iobidze
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Metacognitive Strategies ◽  
English Language Teaching ◽  
High Achievers ◽  
Effective Strategies ◽  
Comprehension Skill ◽  
Foreign Language Reading

The article investigates effective strategies for teaching English as a foreign language reading skill. Main emphasis is placed on the use of metacognitive strategies which help students to reflect on mental processes occurring before, during and after the process of reading. Thus, utilizing metacognitive strategies leads to successful performance and reading comprehension. The research dealt with the significance of metacognitive strategies as a tool for successful accomplishment in the process of reading and the tasks related to this process. The research was based on quantitative approach, as the data obtained through experiment were necessary to shape and study the statistics of achievement and failures of learners. The research revealed that using metacognitive strategies can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Moreover, metacognitive awareness in learners lead to higher self-efficacy among learners. They become high achievers at learning EFL.  The findings of this study might have implications for learners, teachers, and material-developers in the field of English language teaching and learning

scholarly journals A Study on the Non-English Majors’ Use of Metacognitive Strategies in English Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 92
Author(s):  
Yue Yan
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Education For All ◽  
Learning Plan ◽  
English Majors ◽  
English Major ◽  
Research Findings ◽  
Time And Energy

With the deepening of education for all-round development, modern education pays more and more attention to how to make students learn with lesser time and energy but being efficient, which, undoubtedly, involves study of a series of problems concerning learning strategies, and theories related to metacognitive strategies are the most suitable and supporting theories to learning strategies. The research aims to discuss what metacognitive strategies are usually used by non-English major students as well as how these metacognitive strategies function. The research has been carried out in the form of a questionnaire, about 100 non-English majors from Yuncheng University attended the questionnaire. The results show that metacognitive strategies and cognitive strategies always work together. And with the help of these metagnitive strategies, students can find suitable ways to learn the language, they can think and work more independently, making learning plan in a more reasonable way, which help them become the host of learning, and be a successful learner. The author hopes that her research findings may be of some significance in English teaching and learning although there are still some deficiencies and the need of further research.

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