Sentences with phrase «cognitive learning strategies»

Cognitive learning strategies, onthe other hand, are perceived to be most relevant to an individual's ability toreflect upon, monitor, and assess one's own learning when carrying out alearning task.

Learners must be skilled in time management and orienting strategiesthat help them prepare to learn, and in cognitive learning strategies thathelp them interact meaningfully with the learning content.

Not exact matches

Speech Language Pathologists at CVMC can help chemotherapy patients experiencing cognitive impairment learn coping strategies and improve cognitive skills.

«If children as young as 6 can learn to use a cognitive strategy after just a few minutes of training, that has huge implications for interventions.»

In the paper, she redefines healthy cognitive aging as a result of learning strategies and habits that are developed throughout our life.

«Despite many years of active involvement in both formal and informal learning activities, students do not necessarily employ activities that best foster learning — even though, as our results indicate, those strategies are in their «toolbox» of effective learning strategies,» said co-author Elizabeth Bjork, PhD, professor of cognitive psychology at the University of California, Los Angeles.

The paper, «Social Learning Strategies in Networked Groups,» appeared in the December issue of Cognitive Science.

The findings provide fundamental new knowledge about how memory works, Zeithamova said, and eventually could lead to new strategies in educational settings that help students to consolidate new information with previously learned material to build stronger cognitive maps of various topics.

Memory training strategy individuals with mild cognitive impairment also showed increased hippocampus activity as they learned and remembered where the objects were.

He has taught postgraduate courses on cognitive strategies, interface design for learning, and implementation and evaluation of technology - based learning.

Cognitive psychology provides evidence of specific learning strategies that are wonderfully applicable and adaptable to most classrooms, no matter students» abilities or grade level.

Morphology should be taught as a cognitive strategy to be learned.

Other practices include cooperative learning, extended dialogues to develop language and thinking skills, explicit teaching of cognitive strategies, and the use of technology to enhance instruction.

A metaphor that resonates with many students is that learning cognitive and metacognitive strategies offers them tools to «drive their brains.»

When struggling students learn how to «drive their brains» through the use of cognitive strategies, they're more likely to be able to learn and think at higher levels.

Explicit instruction on cognitive strategies that can help students learn how to learn may have a positive impact on both academic performance and classroom management by emphasizing that students are in charge of their own behavior and learning.

This shift in emphasis about where problems with attention may lie, when combined with recent neuroscientific findings, suggests that explicit instruction on regulating students» attention may provide them with a valuable cognitive strategy to support self - directed learning.

Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013).

Second grade teacher Donna Garland leads her students in daily exercises to practice cognitive and metacognitive strategies that they can use in learning all their core subjects.

Dr. Wilson then returned to the classroom to co-teach, with a focus on guiding children to learn and use cognitive, affective and metacognitive strategies.

Whereas, the cognitive engagement refers to their psychological investment in learning, and their use of learning strategies...

As a result of this exploration, three teaching strategies are put forward: active learning, cognitive activation and teacher - directed instruction.

Teacher self - efficacy and teacher collaboration are shown to be the factors more often associated with the implementation of cognitive activation strategies and active learning.

Sure, having a solid foundation in learning theory and cognitive science enables the designer to adapt learning strategies to varied audiences and content.

Results show that cognitive activation strategies and, to a lesser extent, active learning strategies, have a strong association with students» achievement in mathematics.

Pathway teachers participated in 46 hours of training and learned how to apply cognitive strategies by using an on - demand writing assessment to help students understand, interpret, and write analytical essays about literature.

-LSB-...] Current research suggests that getting feedback right, establishing productive teacher - student relationships, reciprocal teaching and fostering meta - cognitive strategies to help students become better at learning are among the strategies for which there is a robust evidence base for improved outcomes.

In a series of four studies involving 496 above - average students aged 14 to 16, Bochner assessed learning strategies using tests of cognitive processes.

The Collaborative for Academic, Social and Emotional Learning (CASEL) identifies five interrelated clusters of cognitive, affective, and behavior competencies to guide schools and districts in effective planning and implementation of SEL programs and strategies.

Because so much of the library program's impact has been in the intangible and difficult to measure areas of learning — even in the cognitive domain — we may find it difficult to find support for these strategies, and sustain a rich discovery learning approach over time.

Rather than assuming students will naturally develop the necessary skills to attain these standards for college and career readiness, explicit instruction is instrumental in guiding students to learn to become critical thinkers and problem solvers, to communicate and work productively with others, and to know when, why, and how to wield metacognitive and cognitive strategies to enhance learning.

Only one in 10 elementary classrooms across the country emphasizes the development of cognitive skills; other researchers have advocated for explicit instruction of metacognitive, cognitive, and other strategies to facilitate the process of learning as a way to engage and motivate middle and high school students.

Social learning is an age - old learning and teaching strategy, backed by many cognitive scientists.

Efforts to share information about brain plasticity, learning potential, metacognition, and cognitive and motivational strategies in learning opportunities for parents and other educational stakeholders.

Teachers from districts throughout the Eastern Upstate TC Network practice specialized strategies designed to build students» cognitive capacity in this distance - learning enabled collaborative action research project.

From January to April, when delivering professional development to help close achievement gaps, in recent years we have focused on strategies such as studying and test taking skills, fluency, vocabulary development, writing and rewriting, and even for some students meta - cognitive strategies to help them understand their own learning process.

Examine the following cognitive strategies and their associated «action» words (verbs) you can use in your learning goal.

http://ldx.sagepub.com/cgi/content/abstract/30/1/80 HOW WE LEARN - ASK THE COGNITIVE SCIENTIST The Usefulness of Brief Instruction in Reading Comprehension Strategies Author: Daniel T. Willingham American Educator (American Federation of Teachers), Winter 2006 - 07 Results from 481 studies on 16 different categories of strategies conclude that; «Teaching children strategies is definitely a good idStrategies Author: Daniel T. Willingham American Educator (American Federation of Teachers), Winter 2006 - 07 Results from 481 studies on 16 different categories of strategies conclude that; «Teaching children strategies is definitely a good idstrategies conclude that; «Teaching children strategies is definitely a good idstrategies is definitely a good idea.»

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

In fact, the cognitive psychology term «testing effect» was coined several decades ago to refer to the finding that taking practice tests on studied material promotes greater subsequent learning and retention on a final test as compared to relying on more common study strategies.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

At about that time, I received training in Cognitive Coaching, and I realized that the strategies I was learning to build rapport (such as pause, paraphrase, pose a question) could greatly enhance communication in our district.

Students develop effective cognitive strategies and higher - order learning when they are continually pressed to raise questions, accept challenges, explain concepts, and justify their reasoning.

In this article, the authors describe Math Scene Investigator, an example of a cognitive strategy suitable for teaching word problem solving to primary - level students with mathematics difficulties and learning disabilities.

International Journal of Educational research, 31 (6), 445 — 457], the effects of self - regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed.

Leveraging Metiri Group's background in 21st Century learning and the learning sciences, our team is developing a collaborative, personalized professional learning environment that will lead individual teachers or teams through an initial needs assessment to formulate a personalized growth plan, guide them to research - based resources and strategies they can use tomorrow, match them with collaborative partners who share their interests and professional goals, guide them in redesigning units or lesson plans that support students» development of the cognitive skills that underlie entrepreneurship, and ultimately help them implement teaching practices that support personalized instruction that develops students» 21st Century skills.

Students skilled in meta - cognitive strategies ask fundamental questions that guide their - learning:

Most children are not naturally metacognitive, but all students, from struggling learners to high performers, can benefit from being taught how and when to use a variety of cognitive strategies to monitor and improve their learning.

Meta - cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.

That's why next generation learning — which values a broader, richer set of cognitive, social, and emotional skills and dispositions — requires new strategies for measurement.