Showing papers on "Experiential learning published in 1988"

Construct Validation of a Strategy Model of Student Self-Regulated Learning

Abstract: Using student interviews, teacher ratings, and achievement test outcomes, we validated a strategy model of student self-regulated learning as a theoretical construct. Forty-four male and 36 female high school students were asked to describe their use of 14 self-regulated learning strategies in six contexts, and their teachers rated these students for their self-regulated learning during class. Factor analyses of the teachers' ratings along with students' scores on a standardized test of mathematics and English revealed a single self-regulated learning factor that accounted for nearly 80% of the explained variance and two smaller factors that were labeled Student Verbal Expressiveness and Achievement. Students' reports of using self-regulated learning strategies during a structured interview correlated .70 with the obtained teachers' rating factor and were negatively related to the Student Verbal Expressiveness and Achievement Factors. Our results indicate both convergent and discriminative validity for a self-regulated learning construct. An important new topic of research in student academic functioning has been termed self-regulated learning (Corno, 1986; Henderson, 1986; McCombs, 1986; Schunk, 1986; Wang & Peverly, 1986). Although interest in this topic has diverse theoretical origins, a common conceptualization of students has emerged as metacognitively, motivationally, and behaviorally active participants in their own learning process (Zimmerman, 1986). In terms of metacognitive processes, self-regulated learners plan, organize, self-instruct, and selfevaluate at various stages during the acquisition process. From a motivational vantage, self-regulated learners perceive themselves as self-efficacious, autonomous, and intrinsically motivated. In terms of behavior, self-regulated learners select, structure, and even create social and physical environments that optimize acquisition. According to this view, effective learners become aware of functional relations between their patterns of thought and action (often termed strategies) and social and environmental outcomes. There is a growing research literature indicating the importance of students' use of self-regulate d learning strategies. Recently Zimmerman and Martinez-Pons (1986) proposed a model that comprised 14 categories of self-regulated learning strategies that high school students use during class and study. These strategies included self-evaluation (Bandura & Cervone,

Learning strategies and learning styles

Abstract: An Introduction to Strategies and Styles of Learning RR Schmeck Motivational Factors in Students' Approaches to Learning N Entwistle Describing and Improving Learning F Marton Learning Strategies, Teaching Strategies, and Conceptual or Learning Style G Pask Simultaneous-Successive Processing and Planning JP Das Students' Self-Concepts and the Quality of Learning in Public Schools and Universities P McCarthy, RR Schmeck Applications of the Concepts of Strategy and Style: Context and Strategy: Situational Influences on Learning P Ramsden Approaches to Learning and Essay Writing J Biggs Style, Strategy, and Skill in Reading J Kirby Styles of Thinking and Creativity P Torrance, Z Rockenstein Assessment and Training of Student Learning Strategies C Weinstein Strategies and Styles of Learning: An Integration of Varied Perspectives RR Schmeck Index

Effective Teaching and Mentoring: Realizing the Transformational Power of Adult Learning Experiences

Abstract: (1988). Effective Teaching and Mentoring: Realizing the Transformational Power of Adult Learning Experiences. The Journal of Higher Education: Vol. 59, No. 4, pp. 477-479.

Cooperative Learning and Student Achievement

Abstract: This chapter describes the current slate of the art in cooperative learning and student achievement. There are dozens of distinct cooperative learning methods, plus many variations. All cooperative learning methods share the idea that students work together to learn and are responsible for one another's learning as well as their own. The chapter explores the outcomes of cooperative learning studies according to several criteria. Student Team Learning methods are cooperative learning techniques developed and researched at Johns Hopkins University. Teachers who make regular use of cooperative learning methods are still a small minority of all teachers, but they nevertheless number in the tens of thousands. However, reviewers have differed sharply on the cOl1ditiolls under which cooperative learning affects student achievemcnt. In addition to the idea of cooperative work, Student Team Learning methods emphasize the use of team goals and team success that can only be achieved if all members of the team learn the objectives being taught.

The Interaction of Experiential and Situational Factors and Gender in a Simulated Risky Decision-Making Task

Abstract: In this study, 110 students responded to a series of gambling options described in terms of amount of initial investment, amount to be won, and probability of winning or losing. Half of th...

Learning Science and the Science of Learning

Abstract: (1988). Learning Science and the Science of Learning. Studies in Science Education: Vol. 15, No. 1, pp. 77-101.

Learning Strategies, Teaching Strategies, and Conceptual or Learning Style

Abstract: From the mid- to late 1960s, Brian Lewis, Bernard Scott, and I conjectured that learning strategies, teaching strategies, and even plans of action have characteristic types which can be differentiated (Lewis & Pask, 1964, 1965; Pask, 1961, 1970, 1972; Pask & Lewis, 1968; Pask & Scott, 1971, 1972, 1973). Individual difference psychologies have maintained a similar stance and with greater precision regarding the nature of strategies. An overview of the approach taken by my own group in the 1960s is described in the remainder of this section. Learning and teaching strategies can, under appropriate circumstances, be substantially exteriorized or externalized for observation. Protocols can serve this purpose, but we used maplike representations of what may be known or learned. These representations were open to continuous evolution as further topics and relations between them were added by learners.

Holistic/constructivist Principles of the Teaching/Learning Process Implications for the Field of Learning Disabilities

Abstract: Structuralist philosophy, constructivist theory, and holistic beliefs define the learning enterprise in opposition to reductionistic behavioral learning theory and suggest that the task of schools is to help students develop new meanings in response to new experiences rather than to learn the meanings others have created. This change in the very definition of learning reveals principles of learning that beg consideration in designing classroom instruction. Twelve principles are drawn here from the structuralist, constructivist, and holist literature and are applied to teaching students with learning disabilities. Looking at learning from this paradigm, one can see a different classroom environment emerging, one in which instruction is seen through the eyes of the students rather than through preferred methodologies, mandated curricula, and student assessments and diagnoses.

Candy Selling and Math Learning

Abstract: An overview of accumulating research on children's out-of-school mathematics raises critical questions about how children come to form mathematical understandings in their out-of-school activities and about the interplay between informal and school mathematics learning. The author investigates these questions in an illustrative multimethod study on Brazilian child candy sellers. Findings show that sellers with little or no schooling develop in their practice a complex mathematics that contrasts sharply with school mathematics. Further, analyses reveal an interplay between what they learn in selling candy and what they learn at school: Sellers in school use their street mathematics to work school mathematics problems, and schooled sellers use some limited aspects of their school, mathematics to solve problems in their practice.

Cooperative learning strategies

Abstract: Publisher Summary This chapter describes the concept of cooperative learning strategies. By interacting with one another, students can improve their acquisition of academic knowledge and skills. Such interaction among students, based on equal partnership in the learning experience as opposed to a fixed teacher/learner or tutor/tutee role, has been termed cooperative learning. This type of learning appears to foster two potent activities: active processing of the information and cross modeling/imitation. The chapter discusses a research program that was designed to remedy drawbacks of prior cooperative learning studies by systematically analyzing the effects of learning strategies and individual differences on the acquisition of scientific knowledge and learning skills in the context of a dyadic learning situation. Student dyads were chosen as the unit of analysis because larger groups make it more difficult to delineate processing and interaction parameters and they may promote the formation of coalitions, thus encouraging competition rather than cooperation. The cooperative learning strategy used in the present research was originally developed as an individual text learning strategy. This strategy was modified for use in a dyadic learning situation. In general, the strategy requires each pair member to read approximately 500 words of a 2,500-word passage. One pair member then serves as recaller and attempts to orally summarize from emory what has been learned. The other member of the pair serves as the listener/facilitator and attempts to correct errors in the recall and to further facilitate the organization and storage of the material. The partners alternate roles of recaller and listener/facilitator.

Subject-Specific Literacy and School Learning: A Focus on Writing.

Abstract: This paper aims to contribute to educators' understanding of the contextualist nature of literacy, specifically in its relation to school learning. A particular view of literacy is proposed, as com...

Global Teacher Global Learner

Abstract: Part 1 The global learner: the four dimensions of globality journey outwards, journey inwards learning for the 21st century. Part 2 The global classroom: the style and rhythm of courses openers and pace-changers activities for enhancing self-esteem group discussion activities experiential activities role plays simulations action feedback and evaluation techniques. Part 3 The global curriculum: subject-based approaches to global education a note on classroom resources interdisciplinary courses. Part 4 The global teacher: the global teacher - a profile teacher education.

Learning strategies: an overview

Abstract: Publisher Summary Learning strategies can be defined as the behaviors of a learner that are intended to influence how the learner processes information. Examples include underlining of key ideas in a passage, outlining of the ideas in a lecture, or trying to put some newly learned information into one's own words. This chapter presents a conceptual overview of learning strategies, with special focus on cognitive issues. It presents three basic models of learning and four components in the models—instruction, learning processes, learning outcomes, and performance. The chapter describes how learning strategy training can affect the process and outcome of learning, with special emphasis on an exemplary research study. Because learning strategies are intended to influence the process of learning, any useful theory of learning strategies must be based on an underlying theory of human learning. The chapter discusses three major types of theories of learning—quantitative, qualitative, and behaviorist.

Approaches to learning and to essay writing.

Abstract: The terms learning styles and learning strategies would seem to refer to two different aspects of student learning. Styles are stable ways of approaching tasks that are characteristic of individuals, while strategies are ways of handling particular tasks: styles are focused on the person, strategies on the task.

Learning in the workplace: the case for reflectivity and critical reflectivity

Abstract: Learning in the workplace has traditionally been understood primarily in terms of behaviorism, a perspective compatible with the machine-like design of organizations when training and development emerged as a field of practice. Adult educators have not challenged the desirability of that perspective directly, although various theorists suggest its modification through greater learner participation, problem-centeredness, experience basing, and concern for different learning styles. This article raises questions about the universal valuing of behaviorism in workplace learning based on a review of trends in organizations in the post-industrial era and analysis of theorists within and outside the field who emphasize the importance of reflectivity and critical reflectivity in learning. The author then describes emerging characteristics of a new paradigm for understanding workplace learning and concludes with a discussion of its limits.

An Introduction to Strategies and Styles of Learning

Abstract: It seems appropriate to begin a book entitled Learning Strategies and Learning Styles with definitions of the terms style, strategy, and most basically, learning. Clarification of the meanings of these and other terms and important distinctions drawn between them will prepare the way for the remainder of the text. Learning can be described from various perspectives. I discuss three: the experiential, the behavioral, and the neurological.

Success and Failure on Classroom Tasks: Adaptive Learning and Classroom Teaching

Abstract: The nature of classroom learning requires students to be adaptive by coping with and modifying stressful situations. The development of adaptive learning enables students to respond flexibly to tasks, to transform and initiate them, and thereby assume control over their learning. This is a valuable outcome of education. Rather than engineer tasks to try to obviate this, teachers should deliberately promote the development of students' adaptive learning within a supportive classroom environment. Presently, educators' conceptions of success and failure in student learning interfere with the enhancement of adaptive learning. So, too, do tasks that are too prescriptive. We describe an alternative conception of classroom learning that emphasizes the constructive qualities of functional failure and the limited benefits of uninformative success. We consider ways teachers and tasks might enhance students' adaptive learning and foster students' understanding that tasks and the approaches they take to them are mall...

Learning Styles: Quiet Revolution in American Secondary Schools

Abstract: (1989). Learning Styles: Quiet Revolution in American Secondary Schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 63, No. 1, pp. 40-42.

Motivational Skills Training: Combining Metacognitive, Cognitive, and Affective Learning Strategies

Abstract: Publisher Summary This chapter discusses the mental processes that underlie motivation to learn and skill domains (metacognitive, cognitive, and affective) that are represented by these processes. It also discusses types of learning strategies in each of these domains that can be identified and taught to students who are deficient in the processes and skills that are required for motivation to learn. In current views of learning, the learner is seen as responsible for attending to instruction and for actively constructing the mental elaborations that make learning personally meaningful. In order for learners to accept responsibility for their own learning, they must be motivated as well as possess the skills and abilities to actively engage appropriate metacognitive, cognitive, and affective (motivational) strategies. A learning strategies training program has, as one of its most important functions, the purpose of promoting self-control of learning or self-directed learning.

Assessment and Training of Student Learning Strategies

Abstract: Learning-to-learn phenomena have been examined from a wide variety of perspectives (Anderson, 1985; Brown, Bransford, Ferrara & Campione, 1983; Dillon & Schmeck, 983; Kirby, 1984; Pressley & Levin, 1983a, 1983b; Weinstein & Mayer, 1985). While, in general, this development has served to enrich the field of study, it has also created enormous definitional problems. For the purposes of this chapter, attention is focused on a subarea called learning strategies. Learning strategies are considered to be any behaviors or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. More specifically, these thoughts and behaviors constitute organized plans of action designed to achieve a goal (Anderson, 1985; Paris, in press; Weinstein & Mayer, 1985). Examples of learning strategies include actively rehearsing, summarizing, paraphrasing, imaging, elaborating, and outlining.