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

By Marie Menna Pagliaro

Beginning with guiding academics in constructing a good and supportive studying surroundings for scholar fulfillment, Academic Success then provides a evaluate of behavioral, constructivist, and cognitive studying theories. those theories are mirrored in the 4 major different types with which academics needs to consistently deal, those being motivation; goals/objectives and suggestions; providing unique studying; and reinforcement. educational luck provides quite a few examples of school room purposes that convey how the theories could be applied. This booklet 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, institution district, and beyond.

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Providing this activity allows students to Chapter 3 26 remain emotionally and personally involved in learning, especially when you connect what you know about them personally or their interests to the knowledge and skills to be studied, as Mr. 20. INFORMATION ON KNOWLEDGE GAIN Covington (1992) discovered that students, especially those who operate on avoiding failure and competition, are highly motivated by being informed of their knowledge gain. This positive report on their progress, even if small, leads students to want to learn further.

She is ready to introduce decimals, so she has her students prepare a teninch square, several strips 1x10 inches, and a few 1x1-inch strips. 01. WHAT COMES NEXT? It is likely that you have watched a TV series that at the end gave a preview of the next episode. If the preview was delivered in an exciting way, it probably raised your curiosity so that you would be motivated to watch the next installment. Students can be motivated when they can anticipate or be curious about what they will learn or do next.

Mr. Scott: And why is knowing that important for you [personal] to know? Henry. Henry: Because I bought them and use them. Personal motivation can be enhanced by using the pronoun “you” in lessons and in classroom interactions. 10, Mr. Scott emphasized the importance of the content for “you” to know. Note also how “you” can be used effectively by teachers in demonstrating sensitivity and support by communicating that they have heard and understand students’ feelings by paraphrasing some of their comments made in frustration or anger.

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