By Marie Menna Pagliaro
Beginning with guiding lecturers in constructing a good and supportive studying surroundings for scholar success, Academic Success then provides a evaluation of behavioral, constructivist, and cognitive studying theories. those theories are mirrored in the 4 major different types with which lecturers needs to always deal, those being motivation; goals/objectives and suggestions; offering unique studying; and reinforcement. educational luck provides various examples of lecture room functions that express how the theories could be applied. This publication additionally bargains a case examine that demonstrates how with one teacher’s initiative, studying theories have been utilized to actively contain scholars inside of a college, college district, and beyond.
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Additional info for Academic Success: Applying Learning Theory in the Classroom
ANTICIPATORY SET Interest can be aroused by using an anticipatory set, also known as set induction. The purpose of the set is to provide a hook to gain the students’ attention, raise their curiosity, and connect them with new instruction. The set can often be used to introduce some cognitive dissonance, incompatible ideas that are simultaneously held. This lack of “fit” in the psyche causes psychological discomfort, a little frustration (stress, tension, uneasiness) which throws students off balance just enough to make them want to come back into a state of equilibrium.
Motivation is improved when the teacher acknowledges the personal/ positive in each student. Comments such as those offered by the following two teachers go a long way in keeping them and their students connected. 13 Mr. Olinsky: Wow, Jamal, that’s a sharp shirt. 14 Ms. Schwartz: Kevin, you’ve shown great improvement in your computation skills. [When a student accomplishes a challenging task for their performance level, Ms. Schwartz finds it worth her while to apply what she learned by reading Marzano (2007).
In addition, as already mentioned, knowing the objective assists students in self-assessing. Some teachers find it helpful to write the objective in the form of a question. ) At the end of the lesson the students would then decide whether or not they could answer the question adequately. It is also important for you to know whether or not the students are aware of the objective. Just because you state it or one or more of the students can state the objective does not mean that everyone is aware of it.
Academic Success: Applying Learning Theory in the Classroom by Marie Menna Pagliaro