By Marie Menna Pagliaro
Beginning with guiding academics in constructing a favorable and supportive studying setting for pupil success, 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 academics needs to continuously deal, those being motivation; goals/objectives and suggestions; supplying unique studying; and reinforcement. educational good fortune provides a number of examples of school room functions that express how the theories might be carried out. This booklet additionally bargains a case research that demonstrates how with one teacher’s initiative, studying theories have been utilized to actively contain scholars inside of a faculty, college district, and beyond.
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Extra info for Academic Success: Applying Learning Theory in the Classroom
If you have any difficulty, which I don’t expect, I am here for you. ” Motivation can be increased by having students experience success. When you were a student, consider your own learning experiences. Which were successful? What did success do to your attitude toward learning? If you were like most students, you probably were motivated to achieve even more. Peter Davies, the British composer and conductor, said, “Motivation is like food for the brain. You cannot get enough in one sitting. ” Success is one factor that gives students these top-ups.
When it was time for the class to learn how to compute averages, Mr. Stafford had Darren learn how to compute baseball averages and then teach this computation to the rest of the class. Mr. Stafford found several books about baseball for Darren to read as well as articles about Darren’s favorite players. TEACHER EXPECTATIONS Teachers’ expectations have a strong influence on students. According to a research review conducted by the Education Commission of the States reported by Heitin (2013), “Teachers’ expectations—often influenced by factors such as race, ethnicity, and family income levels—can significantly affect students’ academic performance.
SELF-REFLECTION • What input do your students have in making rules and procedures? • What evidence is there that you respect your students and that they respect each other? • How do your students support each other? • What input do your students have in making curriculum and assessment decisions? • How meaningful are the activities you offer your students? • What choices do you offer them? • How do you foster your students’ personal and social growth? • How safe do your students feel to take risks in your class?
Academic Success: Applying Learning Theory in the Classroom by Marie Menna Pagliaro