Sentences with phrase «student cognitive processing»
The realization that student cognitive processing skills and preferences may be changing raises questions as to whether correct instructional strategies are being utilized to motivate digitally oriented students toward reading and writing.
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Based on a developmental understanding of the learning process and view of the child that takes human spirituality seriously, Summerfield Waldorf School offers students a comprehensive learning environment designed to challenge and support them in strengthening their cognitive, emotional and intentional abilities.
Ansari first became interested in numerical processing as a graduate student in cognitive developmental psychology at University College London (UCL).
Similarly, those who used mobile devices in class took notes of poorer quality, detracting from another cognitive process by which students integrate new material.
The Lindamood - Bell program focuses on helping students develop the sensory and cognitive processing necessary for reading, such as thinking about words as units of sound, and translating printed letters into word meanings.
A further understanding of cognitive development in young students, Orosco said, both by researchers and educators working with English - language learners, could ultimately lead to better reading instruction for all students, improved measurement processes and fewer students unnecessarily being placed in special education classes.
BCRC's focus on non-tested skills reflects mounting evidence that both cognitive skills (e.g., processing speed, working memory, and fluid reasoning) and non-cognitive (or social - emotional) skills are critical to student success in school and later in life.
When we teach students about their brain functions and connect them to specific activities, they become more self - aware and fluent in their own cognitive processes.
The process becomes a cognitive one as students plan what pictures to take based on why each pictures is needed.
The fluid cognitive skills we measured for each student included processing speed, working memory, and fluid reasoning.
According to Mayer and Moreno (2003), these principles are best practices to reduce students» cognitive load — when their processing demands exceed their processing capabilities.
«Writing is a purposeful, often painstaking, process, the execution of which is perhaps the most educational cognitive activity in which we and our students can be engaged.
The resulting products reveal much about students» cognitive processes, contribute to my knowledge of them as learners, and help inform my attempts to individualize instruction.
Most of the current research is at the granular, curricular level, focusing on the particular cognitive skills and there exists little by the way of international comparative case studies that looks at the processes by which a balance of cognitive, interpersonal, and intrapersonal skills are developed in students.
As always, resources are designed to reflect and respond to students who might have: dyslexia, slower processing, cognitive ability, sensory overload and difficulties with rigid or over flexible thinking.
Students review the given documents and use many cognitive skills in processing what they see and read.
The use of music software such as Soundation4Education allows a student to think critically, independent choices and cognitive judgments in the music production process.
Rather, the difficulty must lie in the setting — at least in most cases: the students can not process the text with enough cognitive bandwidth left over to make inferences, or they lack the vocabulary to follow the narrative, or they lack knowledge.
In a series of four studies involving 496 above - average students aged 14 to 16, Bochner assessed learning strategies using tests of cognitive processes.
Historically, education has been about developing students» cognitive skills to improve their ability to store and process information.
The act of lecturing is often criticized in the West for the assumption that students are passive receivers in the process of learning and for an emphasis on learning at lower cognitive levels.
In this section of the review, we include research on on - demand performance assessments that require students to demonstrate higher - order cognitive processes and to provide some extended responses to comprehension questions or to write in response to a prompt.
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.
The article discusses the impact of student - teacher relationships and school environment on children's cognitive development, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology Quarterlcognitive development, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology QuarterlCognitive Self - Regulation Skills Development» in the «School Psychology Quarterly.»
The hierarchy of Bloom's Taxonomy is the widely accepted framework through which all teachers should guide their students through the cognitive learning process.
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.
Students are arriving on campus or participating in online courses with experience in knowledge design, collaborative learning, and a respect for the cognitive process.
Instead of calling on the first student as soon as their hand is raised, wait long enough to allow all students to process the questions and come up with a response so that all gain the cognitive benefit of the retrieval practice.
School psychologist — A person licensed by the Board of Psychology to practice school psychology with demonstrated competencies in assessing students» cognitive abilities, academic performance, interpersonal emotional / social functioning and sensory - motor functioning, as well as the understanding of the knowledge, skills, and processes for direct and indirect interventions.
Assistive technology for students with learning disabilities are devices meant to scaffold students» cognitive processes in order to enhance each individual student's unique processing abilities and maximize learning outcomes.
Recall Rosenshine's comments that during guided practice students engage in high - level cognitive processes such as organizing, reviewing, rehearsing, summarizing, comparing, and contrasting.
After this short presenting, these teachers then guided student practice... guided practice is the place where students — working alone, with other students, or with the teacher — engage in the cognitive processing activities of organizing, reviewing, rehearsing, summarizing, comparing, and contrasting.
CSE and CRESST also publish a number of technical reports, including «Monitoring and Improving a Portfolio Assessment» (1995, $ 4.50), «Cognitive Analysis of a Science Performance Assessment» (1995, $ 5), and «Using Group Collaboration as a Window into Students» Cognitive Processes» (1995, $ 2.50).
What does brain research say about the cognitive processes that enable students to comprehend text?
In the review, Mindfulness - Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic perfStudents, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic perfstudents, but that they do not improve behavior or academic performance.
Further, our integrated approach to learning enhances projects and academic exploration not only because teachers can weave in content from one subject to the other to foster connections between them, but also because students, as unique learners, can access natural cognitive processes through these activities.
This integrated learning enhances projects and academic exploration not only because teachers can weave in content from one subject to the other to foster connections between them, but also because students, as unique learners, can access natural cognitive processes through these activities.
While a state of agitation and distraction impairs students» cognitive learning and memory processes, scientists have found the opposite to also be true; calm, stress - free classroom environments improve cognitive function and allow students greater ability for rational thoughts, creativity, and self - control (McCraty, 2005).
Manipulatives not only allow students to construct their own cognitive models for abstract mathematical ideas and processes, they also provide a common language with which to communicate these models to the teacher and other students.
In addition to the ability of manipulatives to aid directly in the cognitive process, manipulatives have the additional advantage of engaging students and increasing both interest in and enjoyment of mathematics.
The purpose of process essays writing is to deepen the knowledge of students, develop their cognitive activity, and form a creative approach to problem - solving necessary for professional activities of the future specialist.
When students do not create cognitive maps that they can rely on, the information retrieval process takes significantly longer, reducing mental resources for other tasks.
The first - year legal writing and analysis course schedule is packed with writing activities, but, in designing it that way, we may have overlooked the cognitive load impediments that guarantee that students will not learn much about analysis and writing processes simply by writing and receiving feedback.
In this Article, we identify some ways in which cognitive load impedes first - year law students» ability to learn analytical and writing processes at the same time that students are producing a written analysis for a grade.
Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes
70 See Terri L. Enns & Monte Smith, Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes, 20 Leg.
Next comes Terri Enns and Monte Smith's article, entitled, «Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskCognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksStudents to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskProcesses,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskcognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to transfer their new knowledge to new analysis and writing tasks.»
• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them
Second, it would be interesting to develop the findings regarding performance by examining variables that are at the same time strongly associated with performance and in a non-ambivalent way to emotion regulation, such as the way students process information (superficial versus in - depth), the way students regulate their learning (self - regulation versus external guidance) and the kind of cognitive strategies used (i.e. among a list of problem - solving heuristics)(Pekrun, 2006).
This study showed much more clearer results: «In support of Beck's cognitive theory of depression, the student's current depressive states were consistently found to be related to their negative processing of personal information» (Moilanen, 1993, p. 345).