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61.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
62.
63.
Rosemarye T. Taylor Lisa Karcinski 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):213-227
The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and surveys and analyzed using the grounded theory approach and open coding. Findings revealed that teachers and mentors recommended that future mentor models provide strong support and more face-to-face meetings. The most common change mentors made was that they incorporated new strategies into their teaching. Findings offer insight for structuring mentor models to increase effectiveness and persistence of teachers and build the capacity of mentors. 相似文献
64.
Shalom M. Fisch Susan K. McCann 《Educational technology research and development : ETR & D》1993,41(3):103-109
The current reform movement in mathematics education has called for new ways of teaching that encourage children to become
active participants in mathematical problem solving. In this article, the potential of educational television to elicit such
behavior is investigated by reviewing research on theSquare One TV television series. A sizable body of evidence indicates that, through viewer participation,Square One TV can promote mathematical behavior directly among its target audience of 8- to 12-year-olds. Described in the article are
the types of viewer participation that have been observed, threeSquare One TV formats that have consistently been found to elicit participative behavior, and several characteristics of these formats
that may have been responsible for increased viewer participation. If these characteristics are incorporated into future television-based
materials, they may increase the potential of the materials to elicit active participation among viewers.
The production ofSquare One TV and the research described here were supported by the National Science Foundation, the Corporation for Public Broadcasting,
the Carnegie Corporation, and the U.S. Department of Education. Production of the first season was also supported by the Andrew
W. Mellon Foundation and by the IBM Corporation. Additional funding for the fourth and fifth seasons was provided by the Intel
Corporation.
This article is based on a paper presented at the 1993 meeting of the American Educational Research Association in Atlanta,
Georgia. 相似文献
65.
66.
Corina J. Logan Alexis J. Breen Alex H. Taylor Russell D. Gray William J. E. Hoppitt 《Learning & behavior》2016,44(1):18-28
New Caledonian crows make and use tools, and tool types vary over geographic landscapes. Social learning may explain the variation in tool design, but it is unknown to what degree social learning accounts for the maintenance of these designs. Indeed, little is known about the mechanisms these crows use to obtain information from others, despite the question’s importance in understanding whether tool behavior is transmitted via social, genetic, or environmental means. For social transmission to account for tool-type variation, copying must utilize a mechanism that is action specific (e.g., pushing left vs. right) as well as context specific (e.g., pushing a particular object vs. any object). To determine whether crows can copy a demonstrator’s actions as well as the contexts in which they occur, we conducted a diffusion experiment using a novel foraging task. We used a nontool task to eliminate any confounds introduced by individual differences in their prior tool experience. Two groups had demonstrators (trained in isolation on different options of a four-option task, including a two-action option) and one group did not. We found that crows socially learn about context: After observers see a demonstrator interact with the task, they are more likely to interact with the same parts of the task. In contrast, observers did not copy the demonstrator’s specific actions. Our results suggest it is unlikely that observing tool-making behavior transmits tool types. We suggest it is possible that tool types are transmitted when crows copy the physical form of the tools they encounter. 相似文献
67.
ABSTRACTWhile higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content. 相似文献
68.
Lora Taylor Gray 《Early Childhood Education Journal》1989,17(2):8-9
If you have theatrical leanings and find it easy to call on your child-self, you may want to join me in make-believe, as a Storylady (or Storyfella). I'll tell you about some typical pretending days at a children's museum. Soon you will know if you are cut out to be a storyteller. It will be a magic moment.Lora Taylor Gray has been Docent/teacher for many years at KIDSPACE Museum (a non-profit organization) in Pasadena, CA. She is a story lady, storyteller, playwrite for libraries, television, museums, schools. 相似文献
69.
Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program 总被引:1,自引:0,他引:1
Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged. 相似文献
70.