Showing papers on "Cooperative learning published in 1977"

Writing as a Mode of Learning.

Abstract: WRITING represents a unique mode of learning-not merely valuable, not merely special, but unique. That will be my contention in this paper. The thesis is straightforward. Writing serves learning uniquely because writing as process-andproduct possesses a cluster of attributes that correspond uniquely to certain powerful learning strategies. Although the notion is clearly debatable, it is scarcely a private belief. Some of the most distinguished contemporary psychologists have at least implied such a role for writing as heuristic. Lev Vygotsky, A. R. Luria, and Jerome Bruner, for example, have all pointed out that higher cognitive functions, such as analysis and synthesis, seem to develop most fully only with the support system of verbal language-particularly, it seems, of written language.' Some of their arguments and evidence will be incorporated here. Here I have a prior purpose: to describe as tellingly as possible how writing uniquely corresponds to certain powerful learning strategies. Making such a case for the uniqueness of writing should logically and theoretically involve establishing many contrasts, distinctions between (1) writing and all other verbal languaging processes-listening, reading, and especially talking; (2) writing and all other forms of composing, such as

Toward a Theory of Learning How to Learn.

Abstract: Analysis of the literature suggests that adult educators and adult learners have much to gain from a clearer conceptualization of a theory of the nature and implications of learning how to learn—a ...

How Teachers View Student Learning Styles

Abstract: The way a student learns is very important, and educators are realizing that each teacher must be aware of his students' learning style preferences in order to plan teaching strategies effectively. To determine the extent to which teachers' perceptions of students' learning styles match their students' perceptions of the same, the author conducted a survey. His findings are presented here.

Two Steps Toward Improving Learning for Students with (and without) “Learning Problems”

Abstract: Rather than being viewed as a reflection of a disorder within the person, most problems in learning and behavior are seen as a reaction to settings which do not deal effectively with the person's motivational and developmental status. In particular, many facets of school settings are seen as “set-ups” and are characterized by reactive rather than active solutions to problems and programs. From this perspective, the discussion focuses on what motivates a student to approach or avoid learning activities in school. Specifically, it emphasizes the need (1) to establish an environment which can optimize the match between the learning situation and the learner's current developmental and motivational status, and (2) to develop a mutually satisfying learning agreement or contract. Through a discussion of such concepts, the authors suggest ways in which teachers can facilitate learning, engender an atmosphere of mutual respect between school professionals and students, and participate in a process which allows ea...

SIMIG: A case study of an innovative method of teaching and learning

Abstract: Summary The acronym SIMIG, self-instructional modules and interactive groups, designates a method of teaching and learning which has been evaluated over a seven-year period. The two components of SIMIG, instructional modules and discussion groups, together constitute a complementary process which is not only popular with students, but gives rise to more effective learning, as shown by the results of continuing assessment and final student achievement relative to traditional methods. The SIMIG method was evolved in response to a need for change in the teaching methods and learning experiences offered to students. Using assessments and student reaction in monitoring teaching/learning in modules and groups, there was a gradual change in focus. The original aims were clarity of presentation and improved comprehension of subject matter by self-paced individualized instruction. Gradually, however, the orientation changed to an emphasis on meaningful contact between tutors and students, the development of intell...

Number patterns: discovery versus reception learning

Abstract: In a previous Arithmetic Teacher article (O'Brien & Shapiro, 1969), we used the framework of Piagetian theory to stress the importance of problems and problem solving-as distinct from exercises and drill-in the learning of mathematics. Particular activities involving addition and multiplication grids were suggested for use by teachers in developing patternseeking abilities in children. The present article continues this general concern and involves the same activities in a comparison of discovery learning with reception learning. Discovery learning can be defined as learning that takes place without systematic external guidance. Reception learning, however, involves system

Learning outcomes in a simulation game for associate degree nursing students.

Abstract: Learning outcomes of a simulation game designed to have one-to-one correspondence between behavioral objectives and game plays is reported The behavioral objectives were core concepts in psychiatric mental health nursing taught to associate degree nursing students. Decisions to use the simulation game method grew out of difficulties inherent in the community college nursing program, as well as the need for self-paced, efficient, learner-centered learning and evaluative tools.After the trial and revision of the game, a number of research hypotheses were tested Simulation gaming was found to be an effective mode of learning, and students who acted as teachers for other students learned significantly more than those who were taught. Some of the recommendations for further research were to study varied nursing populations, to add a control group, to test the long-range learning effects of playing the game, to decrease experimenter bias, to study transfer of learning to actual nurse-patient situations and chan...

Learning about small group teaching

Abstract: (1977). Learning about small group teaching. Journal of Geography in Higher Education: Vol. 1, No. 1, pp. 73-76.

Some aspects of research on learning and cognitive development in Europe 1

Abstract: A model of human learning processes is presented, wherein learning is conceived as a qualitative development of the structure of the learner's actions. As an illustration of this conception a concise outline of Gal'perin's theory of learning is given. In connection with the relation between cognitive development and learning some Russian research is reviewed, which provides evidence for the standpoint that cognitive development can be strongly stimulated by appropriate learning and instruction. Finally an analysis is presented of structures of action, which represent important objectives of learning to think.

Teaching and Training Skills for Translating Learning Theory into Practice in Management Development Programmes

Abstract: In this paper, we are concerned with the skills required to transform theories of learning into practice. Research data will be described which identify a range of teaching skills and which start to differentiate the relative importance of different skills in implementing different learning theories.