Active Learning Psychology

Behaviour for learning refers to the pressure on schools to constantly attempt to raise attainments (Department for Children, Schools and Families 2009). This has come about because of schools trying to raise standards for their students that can be identified in the teaching standards which promotes the raising of standard for students. Adams (2009) says 97 percent of new qualified teachers believe managing student behaviour is one of the most important issues for them in the teaching field. Behaviour cannot be separated from learning as they are intrinsically linked together (Ellis and Tod, 2009). Behaviour for learning therefore becomes one of the most important issue for newly qualified teachers and trainee teachers. This reflective writing will look at how the trainee teacher will building relationships in the classrooms as a means of promoting behaviour for learning.

The participating students were observed for a period of two days. It took place during reading class. The observation had to be during the beginning of class until

al. 2014. p.451). By using questions, it helps engage the students and makes them think about the topic and then share the ideas that they have with the class. It also is important to increase the wait time to let all students think of ideas (Ornstein et. al. 2014. p.451). This allows all students to be active in the classroom. Mrs. Z used this effectively in her classroom.

Some future college students are born with a natural talent in the subject English. Which includes critical thinking, writing, and reading. While for others, possibly being mathematicians, English is and probably will never be their keen subject in life. Students find more passions in sciences, arts, and medical teachings which is not something to look down upon. Although, many students forget that English is still a huge part of all these subjects. Where ever these students go they will find the necessity to read something or to write something. That’s where college English comes in handy. College English prepares students for academic writing at a university level, and also for their careers when formal writing is required. Many students fear college English classes, but there are many ways to succeed in these college English classes. Looking over the articles Becoming an Active Learner by Skip Downing, Brianology by Carol S. Dweck, and The Right to Fail by Willliam Zinsser, these authors express their feelings on being able to succeed in life in a general view. Mainly taking education into consideration. Students should not be afraid of college English classes because their are many ways to succeed in them by establishing a growth mindset, creating an active learning pattern, and having a positive and mature attitude.

Technology is a part of everyday life and being integrated into more and more fields every day. Computers and the Internet are used in every aspect of our daily lives. With that being said online learning has become more and more prevalent. Most colleges and university have an online learning presence in order to extend the university reach and to help better serve the students who can’t make it into a physical classroom. In this article, Read Only Participants: Communication in online classes, authors Nagel, Blignaut, and Cronj (2009) takes on the argument that participation is a key reason for a student to be successful in the class.

Develop a cohesiveness between students (especially the entering freshman class). No matter what classes they are taking or various activities in which they participate, they will all have a common experience of reading the iRead book.

With less distracted and unfocused students, the teachers will have more time to focus on presenting information in an engaging and successful way. During an interview with Larry Leonard, a second grade teacher at Eastern Greene Elementary School, he discussed how he includes ASL into his classes to keep his students focused and engaged during class. Mr. Leonard has been teaching for over twenty years and talks about the importance of active learning, “When students hear, see, and actively do assignments they will learn, retain, and absorb more information (Leonard).” He believes that it is an extremely important aspect of every classroom. It should be every teacher’s goal to create an encouraging and rich learning environment. Teachers are also put under a lot of pressure to make sure all their classes pass the required standardized tests but with this new system of accommodating to all learning styles, students will already be given every opportunity to know the information required of them. “The scores, of course, provide invalid interpretations about the students ' actual mastery of the content (James Popham. 2000).” This does not measure the student’s accurate understanding of the information but rather how well the information can be memorized.

Individualized instruction will not only benefit the student that it will also benefit the teacher because, "Teachers will acquire new skills; they will learn to diagnose, to help students learn how to learn, to take the student where he is and to teach him" (Steiner, F., 1971, p. 372).

Method: In Experiment 1, 44 undergraduate university students were chosen to participate in an introductory psychology course lecture accompanied by a questionnaire. Only students with access to a personal laptop were asked to join. Based on a screening process, four participants were removed from the study. The experiment was carried out in a classroom setting under the condition that participants had no prior knowledge or other disqualifying qualities. The materials used were a power point lecture, a multiple choice test, laptops, instructions for multitasking, a consent form, and a questionnaire. They were randomly seated and received a set of instructions as well as a consent form. Students were asked to take notes while listening to the lecture. Half of the participants were asked to complete 12 online tasks

Most students these days just think they have to go to class, pay attention, write some notes and they will do fine. That may be true for some people but if they were to use a more active learning approach instead of passive, they could do even better. Active learning is a learning approach that gets the student more involved which helps lead to a better understanding and idea of the material being learned (VickyRN, 2009). Passive learning is the common classroom learning approach where you listen to a teacher and read information (VickyRN, 2009). If students were more aware of the benefits of active learning and the difference between active and passive learning, they could achieve higher academic results and may even enjoy it more. Many

The stickiness factor is once again a huge factor in schools, especially in an advanced course. A class can be entitled to fail because of a bland instructor or a boring environment. Working environments must be eye catching or otherwise the information can enter through one ear and out the other. Adding an interactive assignment or making it rather fun can improve the retention of the subject and the students will be proficient in their work. For example adding pictures or making the presentation more attractive can benefit both the teacher and the student. Having student interaction can also make other students want to participate and be productive. The way they do their work can also affect them make them want to actually do it. If the Stickiness factor is done correctly the student can increase in their academics and even be more attentive in their classroom. For example, the website Kahoot is an incredibly fun and interactive website where a teacher can test and see the level of understanding the student is

An independent t-test was done on each item of the evaluation questions. The purpose of each statement on evaluation form was to measure the enjoyment level of participants after taking a whole semester of the boring class.

Higgins’ punishments were in the form of endless repetitions of certain phonological features. She was also denied food as a punishment. He also used derision and rude manners with her to mark the

These classes were located in a low-SES community, meaning that half of the student body was eligible to receive free or reduced priced lunches. Students completed the work in their classrooms using laptops provided by the school. The researchers used a mixed method of quantitative and qualitative methods to collect data. Of the four classes, two classes were higher achieving and the other two lower achieving; the researchers used this to their advantage and scaffold one of the higher level classes and one of the lower level classes, but did not scaffold the other two classes. The classes that were scaffold were to use the Connection Log during their unit and the other non-scaffold classes were not allowed to use Connection Log. In order to determine what students needed help with the researchers conducted an instructional analysis. Then, the students that were scaffold began creating their argument through Connection Log. Students put the problem in their own words, decide on and record important information, organize this information according to how it affects the stakeholders, presented a possible solution, and lastly compile their relevant data to build their argument. The non scaffold students organized their arguments as the normally

The behavior chosen to measure was compulsive talking. Compulsive talking is uncontrollable random communication that can be related to the topic being discussed or not. An example is talking over another person. Compulsive talking interrupts the student’s ability to learn. Besides interfering with the student’s own education, it also affects surrounding students with their learning. Example: Mrs. K is teaching the reading lesson over the letter I. Billy jumps in mid-sentence to inform the class that he has a pet alligator. This leads to lots of giggles from the class and one or two students protesting Billy’s claims. This example shows how the compulsive talking took away from the students learning the letter I. If the student continuously interrupts the lesson, this would lead to the student losing educational value. They would not hear the lesson or their classmates.