...Effect of Metacognitive Strategy Instruction Through Co operative Learning on Reading Comprehension among Secondary School ESL Students Author: Mrs. Jane Sequeira is a research scholar at St. Ann’s College of Education. She has served as a teacher for classes’ right from Kindergarten to 12th standard for two decades. She is passionate about trying innovative methods to make the process of teaching learning effective and enjoyable. At present she is conducting an experimental study under the guidance of Dr.Vijaya Kumari S.N. The author may be contacted at jane.r.sequeira@gmail.com. Abstract The present study titled “The effect of Metacognitive Strategy Instruction through Co operative Learning on Reading Comprehension among Secondary School ESL Students” is an Experimental Study. The pre test - post test control group design was adopted for the facilitation of which the researcher prepared instructional materials both in Metacognitive Strategic Instruction through co operative learning and Conventional Method and applied them on the experimental and control group respectively to find out their effect on the respective groups and compare them. A reading comprehension test prepared by the investigator was used as pre test and post test. The sample consisted of 112 ESL students of standard nine studying in Kannada medium. Descriptive statistics Mean and SD were calculated to find out the effect of the teaching strategies and Inferential statistics ‘t’ test was used to infer...
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...Racheal Yorek EDU -230 May 18, 2012 Module 4 journal Classroom Management and Cooperative Learning There were many different things discussed this week in our readings. I have chosen two that stood out to me as being the most important of this week’s lessons, classroom management and cooperative learning. Classroom management might be one of the single most important things to having a successful teaching career. Some teachers have terrible discipline problems, while others create an atmosphere in the classroom that is conductive to learning, with little apparent effort. Of cause it can be some natural talent to captivate students from the very beginning of the lesson, keep them busy and involved in work all the time and easily solve discipline problems if they appear, and all this without bothering much. There is definitely a lot to envy. Especially when your dear students always disappoint you with misbehavior, constant talking over you, fooling around and growing restless and as a result – poor knowledge of the subject. Fortunately there is a way out – start learning rules of classroom management. I think that if you can focus on four major things you can have good classroom management, these are: effective lessons based on a well-conceived curriculum, good organizational skills, good teacher-student relationships, effective discipline (which can be easily achieved after the first three conditions are satisfied.) The first of these...
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...RichardI. Learning to Teach, 3rd Edition McGraw-Hill, 1994 Boiser, D.C. Teaching Made Easy: Strategies and Styles, Phoenix Publishing House Inc., 2004. Guimbatan, Kathleen L.and Francisco M. Zuleta, Teaching Strategies and Educational Alternatives V.1, Academic Publishing Corporation, 2002. Roger and David W. Johnson, Driven to Discover, University of Minnesota, 2002 Rosenshine, B., & Stevens, R. Teaching functions. In M. C. Wittrock (Ed.), Handbook Of Research On Teaching (3rdEdition) New York: Macmillan, 1986. Rosewal, G. M., Mims, A. A., Evans, M. D., Smith, B., Young, M., Burch, M., Croce, R., Access Center Using Peer Tutoring To Facilitate Access. Washington, DC, 2004. . Salandanan, Gloria. “Methods of Teaching”, Lorimar Publishing, Inc. Cubao Quezon City, 2009. Spencer, V. G. Peer Tutoring and Students With Emotional or Behavioral Disorders: Behavioral Disorders, 31(2), 204-222, 2006. Topping, K. Peer-assisted Learning: A Practical Guide for Teachers. Newton, Mass.: Brookline Books, 2008 Zulueta, Fracisco M. “Principles and Methods of Teaching”, National Book Store,Inc. Mandaluyong City, 2006. B. PERIODICALS American Institutes for Research An Educator's Guide to School Wide Reform. Arlington, VA: Educational Research Service, 1999. Bicknell-Holmes, T. & Hoffman, P. S. Elicit, Engage, Experience, Explore: Discovery Learning In Library Instruction, 2000. Bonwell, C. C. Active Learning: Energizing...
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...USING COOPERATIVE LEARNING TO FACILITATE THE EDUCATION OF LIBERIA’S YOUTH IN THE NEW MILLENNIUM INTRODUCTION With the ending of the war in Liberia, the transitional period of an interim government, and the election of a new leader to carry the country into the new millennium, a new chapter has begun in the continuing history of the Liberian people. One would hope that the process of nation building is in full swing and all endeavors are underway to bring Liberia back to a state of normalcy, out of the darkness of despair and hopelessness that had engulfed the country for the past fifteen years. One of the most important focus of this building process should be the youth of the nation. A sound investment in the future of Liberia must incorporate a renewed interest in the education of the young people who will be the future leaders of the new Liberia. The investment strategy in the education of the Liberian youth must be approached with deep thought and concern. The traumatic psychological effects of a fifteen year war and unrest must be recognized when dealing with the minds of the young people of Liberia. Any thoughts of enlightenment and education must be evaluated wisely to ensure a smooth transition from the state of despair to one of hope and aspirations. A new educational system must be devised and new teaching methods prescribed to invigorate the youth of Liberia into believing in themselves as the only hope for the new Liberia. The single-mindedness of the task of...
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...Instructional practices for standards-based curriculum is more than knowing and understanding state and district standards; posting objectives, standards, or learning goals in the classroom; referencing standards in lesson plans; covering concepts or following a teacher’s manual claimed to follow state standards. Instead, it is about consistently and effectively developing lessons with activities designed to meet the needs of all students. Standards Based Curriculum The foundational reason supporting national and state standards efforts is the quality of students that schools are producing as graduates. This could potentially be an effect of content and expectancies for students in identical classes and grade levels differ immensely within and across schools, districts, and states. A standards based curriculum is curriculum that is developed using district, state, and/or national standards; pinpointing the skills, knowledge, and understandings that students show exhibit to meet these standards and identifying activities that will enable students to reach standard mastery. Curriculum design starts with the standards and once they are unpacked, the activities to meet them are developed. With the standards-based curriculum movement, curriculum is now much simpler and condensed in which the content is significantly effected by high-stakes tests (GCU, 2010). Instructional Practices Teachers are mandated to teach standards and to make connections between standards-based curriculum...
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...highlights the individual (rather than the classroom), and secondly, it connotes negative behavior. Hence, Classroom management is more appropriate term that is being used to highlight all those positive behaviors and decisions a teacher make to facilitate the learning process of their student. It refers to all those activities necessary to create and maintain an orderly learning environment. Classroom management is more than disciplining misbehaviors since it encompasses teacher’s obligations to promote student learning which reflects the shift from historical paradigm of obedience. In line with that, it promotes responsibility to students for self-guidance in a way that they themselves monitor their own behavior during their period in class. A teacher functions as an “authoritative parent” that also addresses violence, irresponsibility and family instability which are all considered as societal issues. This can all be avoided through proper ways of teaching and ways in which students would participate attentively as if they are enjoying while learning Psychology has been applied to develop management systems since it presents ideas about motivating student behavior. It also identifies strategies for maintaining successful learning environment in which they think would help the teacher inspire students. Enough training and knowledge in handling student could at least be a helpful start for a teacher to manage a class. Under such broad definition includes activities such as planning...
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...Instructional Strategies for ELL Classrooms Regina Chandler-Pettit Grand Canyon University Edu 523N April 12, 2010 Abstract As the demographics of American schools continue to change and more English Language learner students enter the public school system, educators must find appropriate methods to teach the ELL population. Teaching this diversified population of students is challenging and it is the educators job to incorporate different instructional methods and concepts that “all” students can find beneficial. The skill and language acquisition level for the ELL student are often at various levels and it is up to the educator to utilize teaching methods that combine all techniques into a suitable learning environment. According to data submitted by state departments of education, between 1990 and 2000 the number of limited English proficient students attending American schools rose 76%, from 2.1 million to 1990 to 3.7 million in 2000 (Thompson,2004). The 2001 No Child Left Behind outlined stipulations that held schools accountable for helping “limited English proficient children meet the same challenging state academic and content and student academic achievement standards as all students are expected to meet” (NCLB, Part A, subpart 1).With the rapid shift of demographics in the American population educators face a whole host of challenges when it comes to educating the English Language Learner (ELL) population. ELL students require detailed instruction...
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...become both pervasive and expected. As many as 80% to 90% of students cheat prior to graduating from high school, and a similar percentage cheat during their undergraduate years (Davis, Grover, Becker, & McGregor, 1992; McCabe & Trevino, 1997). Many students admit to cheating only once; however, for a substantial minority, the behavior is repetitive (Hollinger & Lanza-Kaduce, 1996; McCabe & Trevino, 1997). Moreover, cheating rates have risen steadily over the past 30 years, coupled with a growing majority of students who believe that cheating is acceptable in some circumstances (Cizek, 1999; Evans & Craig, 1990a, 1990b; Schab, 1991). Since cheating is obviously wrong, arguments against it (it provides an unfair advantage, it hinders learning) need only be mentioned in passing. But the argument of unfair advantage...
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...THE EFFECTS OF PERSONALITY TYPE ON ENGINEERING STUDENT PERFORMANCE AND ATTITUDES* R.M. Felder Department of Chemical Engineering North Carolina State University G.N. Felder Department of Physics Stanford University E.J. Dietz Department of Statistics North Carolina State University Abstract The Myers-Briggs Type Indicator® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit students of all types. I. INTRODUCTION People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. Given the almost unlimited variety of job descriptions within engineering, it is safe to say that students...
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...This study was an attempt to find out the problems and solutions of one rural grade 7 teacher in a Philippine public high school in the implementation of K to 12 Mathematics curriculum. It is believed that knowledge is constructed when learners are able to draw ideas from their own experiences and connects them to new ideas while cooperative learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task. There were three main problem categories/themes including administrativerelated, teacher-related and student-related. The findings include: (a) lack of trainings, seminars, unclear standard operating procedures, (b) late arrival and lack of modules, (c) developing/weak teaching skills and strategies, (d) teacher’s difficulty in teaching the subjects or contents, (e)lack of time to tackle the content efficiently, (f) unavailability or lack of instructional materials, (g) non-mastery of the basic concepts and skills, (h) poor problem solving and critical thinking skills (i) indifferent student behaviour. The solutions are sharing of modules or guides, conducting cooperative learning class, giving extra time for research work, taking time in the preparation of the lesson, making use of the indigenous materials, reviewing basic concepts and giving examples, motivating and teaching students enthusiastically. Introduction Mathematics has always played a vital role in education. Mathematics teachers should therefore...
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...Medicating Children with ADHD The educational effect of medicating a child who has been correctly identified with attention-deficient hyperactive disorder (ADHD) far supersedes the adverse affects of the drugs being prescribed. In understanding that each child is different in their way and usually exerts an abundance of energy compared to adults is not a qualifying factor in being ADHD. Children who have not yet began school in a controlled and structured environment cannot be assessed by physicians with accuracy. Teachers play their most crucial role before any diagnosis is actually made by the family physician, psychiatrist, or pediatrician. According to Weber et al. (1992), children who are suspected of having ADHD are initially identified because of their behavioral and academic performance in the classroom. Studies conducted in schools repeatedly report the same sequence of events for many children referred for suspected ADHD. Teachers become aware of the students' difficulty in meeting the behavioral, attention, and academic norms for the class and suggest the possibility of ADHD to parents. Students who are constantly being placed in time-out, reprimanded, and conference cannot learn when all of the teacher’s attention is placed on behavior instead of academics. As a result of proper medical evaluation and teacher questionnaires, a student who is diagnosed with ADHD could build a successful foundation for learning in the early stages in life. In a school-wide questionnaire...
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...Cooperative Strategy ‘The authors have provided an ambitious overview of the cooperative strategy literature. The book will be welcomed by serious students and scholars focussed on this important phenomenon.’ Paul W. Beamish, Canada Research Chair in International Business, Ivey Business School, University of Western Ontario ‘This book provides a comprehensive, well-organized and richly illustrated analysis of inter-firm cooperation. While relevant for managers and business students, it extensively draws on the most up-to-date research, making it also a valuable source for academics studying strategic alliances and the wide array of management issues they raise. Child, Faulkner, and Tallman have done a remarkable job of putting together in a highly consistent way all the knowledge available on what has become an essential facet of business development, namely Cooperative Strategy.’ Pierre Dussauge, Professor of Strategic Management, HEC – School of Management, Paris ‘I highly recommend this book for alliance scholars and practitioners. The breadth of coverage of the practical and theoretical literature on cooperative strategy is one of the book’s primary contributions. The authors demonstrate a comprehensive understanding of the subject matter and the numerous case studies demonstrate a close connection with actual experience.’ Andrew Inkpen, J. Kenneth and Jeanette Seward Chair in Global Strategy, Thunderbird, The Garvin School of International Management ‘Companies need...
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...TEN) SCHEMES OF WORK – COMMERCE (GRADE TEN) WEEKLY SCHEDULE(3 periods a week) | TOPICS AND CONTENT | LEARNING OBJECTIVES- Students will be able to: | TEACHINGSTRATEGIES | SUGGESTED ACTIVITIES | RESOURCES | ASSESSMENT | 1. Introduction to Commerce | | | | | | 1 | A) Organizational Structure of Commerce | 1. Define the terms within the organizational structure. 2. Draw up and complete the organizational structure of commerce. | Graphic OrganizerMnemonic Strategies | Question and AnswerIllustrationsBingo | Wall ChartsMini chart print outs Commerce Textbooks: (Listing of texts attached) | Quizzes:-Chart completion-DefinitionsBingo Games | | B) Needs and Wants | 3. Distinguish between needs and wants. 4. Discuss the role played by producers in the satisfaction of consumer needs and wants | SPAR ( Spontaneous Argumentation)Graphic Organizer | DiscussionsQuestion and Answer | Commerce TextbooksPowerPoint PresentationInternetLaptop | Assignment-categorizing needs and wants. | 1 | C) Economic Systems | 5. Identify and explain types of economic systems | Graphic Organizer | Questions and Answers | Chart PrintoutsCommerce Textbooks | Quiz | 1 | D) Direct and Indirect Production | 6. Distinguish between direct and indirect production 7. List and explain the commercial occupations. | Graphic OrganizerCooperative learningMnemonic Strategies | Role playDiscussionsGraphic Organizer | Commerce Textbooks | Assignment-categorizing occupations as either...
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...Malter ABSTRACT Strategic alliances play a critical role in global innovation. Firms can overcome resource constraints and achieve superior innovative performance not only by using internal resources but also by acquiring knowledge-based capabilities from alliance partners. In this study, the authors investigate how knowledge acquired from alliance partners affects organizational knowledge creation, which in turn leads to innovative performance. The authors propose that the knowledge–innovation relationship is stronger in international alliances than domestic alliances. The results from a survey of 127 German firms engaged in strategic alliances confirm that knowledge creation mediates the effect of knowledge acquisition on innovative performance and that international alliances strengthen the effect of knowledge creation on innovative performance. In addition, the authors find that interfirm cooperation and competition coexist in strategic alliances and that both factors increase knowledge acquisition, though from different motivational bases. Keywords: innovation, strategic alliance, knowledge management, cooperation, competition A lliances are a central element of most company business models (Kaplan, Norton, and Rugelsjoen 2010). The logic of working with a strategic partner is especially compelling in increasingly competitive global markets (Ohmae 1989) and has gained new momentum in the wake of the 2008–2009 world financial crisis (Ghemawat 2010). Yet at least half of all...
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...Cooperative Problem Solving in Physics A User’s Manual Why? What? How? STEP 1 Recognize the Problem What's going on? STEP 2 Describe the problem in terms of the field What does this have to do with ...... ? STEP 3 Plan a solution How do I get out of this? STEP 4 Execute the plan Let's get an answer STEP 5 Evaluate the solution Can this be true? Kenneth Heller Patricia Heller University of Minnesota With support from the National Science Foundation, University of Minnesota, and U.S. Department of Education © Kenneth & Patricia Heller, 2010 Acknowledgments In reaching this stage in this work, we gratefully acknowledge the support of the University of Minnesota, the U.S. Department of Education FIPSE program, and the National Science Foundation. This work would not have existed without the close cooperation of the University of Minnesota School of Physics and Astronomy and Department of Curriculum and Instruction. We have incorporated the suggestions of many faculty members from both Physics and Education at the University of Minnesota and other institutions that have communicated with us at workshops, meetings, and by e-mail. This work has depended on the efforts and feedback of many graduate student teaching assistants in the School of Physics and Astronomy over the years. Much of this development is directly based on the research of the graduate students in the University of Minnesota Physics Education Program: Jennifer...
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