Learning Strategies for Students

During this educational psychology class I have learned how to become a stronger thinker and learner. It took a little while to become a stronger thinker and I am still working on it to this day. Learning strategies can be a very effective way of becoming a more improved thinker and learner. Two learning strategies that I have used throughout the semester are minimizing distractions and doing the learning exercises in the readings. I believe that these two strategies are central to effective learning for myself and I have made much use of these strategies throughout this semester.

(REQUIRED) 1a) Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the student’s learning disability.

Study skills or study strategies are approaches applied to learning. They are generally critical to success in school, considered essential for acquiring good grades, and useful for learning throughout one's life.

The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or

Since I was unable to help the children with their understanding of the new concept, I spent extra time going over it with them again. The students began to connect previous knowledge to the new concept using descriptive words, sensory words and emotions. As they worked in groups, they were able to think up different points of view for different characters. They played with creativity while giving human characteristic to objects. Students showed a good understanding of the material. One group in my first class gave me a great idea. As they stood up to share the point of view of a specific object, they did not tell us what object they had until the end of their writing. This made the class guess what the object was. I noticed all the students attention became more focused on what they were saying as their brains were churning. Since this was such a fun experience, I decided to continue it with my next couple classes. I was pleased with the outcome of the second lesson and how much the class not only learned from this lesson, but also how much fun they had doing

Provided staff professional development on formative assessment, effective lesson planning, Professional Learning Communities, Marzano’s Instructional Strategies, and student friendly learning scales

This lesson was moderately successful. I believe that, as a result of this lesson, the students were able to develop a decent understanding of the inferring strategy. Prior to this lesson, the students displayed a basic understanding of the strategy but after this lesson, the students demonstrated a better understanding of the lesson. The students completed a graphic organizer as we read the text and they were asked make one inference independently. After collecting and reviewing the organizers completed, I noticed that more students were able to make an inference that used prior knowledge and information from the text.

I recognized the strategies laid out very quickly. My parents engaged with me in utilizing these strategies as far back as I can remember my early learning. They, of course, did not use such technical terms. I know as I grew up, and grasped many concepts easily in school I grew easily bored with typical classroom teaching techniques because they do not cater to those that learn in ways that aren't capable with sit in straight ordered lines, lecture style learning. I was also not patient when I quickly grasped a concept but still had to wait around for other classmates to catch up before I could move on to the next level or

nal strategies, and plan support of the learning segments are appropriate for whole class, individual and group of students. To meet the needs of my diverse learners when I plan instructional activities I am intentional with the support that I chose, because I aim to adopt the learning process to meet the needs of all the students in my group. Marzano (2011) concluded that teachers should be intentional in the planning and the execution of learning strategies .Teachers should plan learning task that engage students in their learning to ensure students’ success by providing students positive feedback ,multiple opportunities to practice their newly acquire knowledge, opportunity to work collaboratively with one another enhance their learning. The Instructional strategy I use in the

Next me as the teacher should help in assisting the students by rehearsing the strategy steps and going over in full expansion of what every step means. Making sure the students have an understanding of what is being taught helps with rehearsal. Students learn through visuals and repetition. Rehearsing helps put this strategy in the student's mind and

In your reflection, please attend to the following and cite specific examples from your student artifacts and video.

Barriers may potentially be avoided and or resolved, with the older patient, when having an open communication with the older patient before the clinical. If necessary the student may need to be reassigned. Male nurses at times struggle with acceptance from their female classmates who are used to having a different perspective on learning styles.

Teachers should aid students to identify why a strategy is valuable, how it is used, and at what time it is suitable. Teacher demonstration and emerging are desperate aspects for achievement, and student conversation following strategy course is also beneficial. The most frequently researched strategies should be able to

My definition of student learning outcome F is to examine on your growth as a writer and describe how using different writing technics can connect to other life goals.

The concept attainment strategy has many components. First, the teacher will describe the purpose of the lesson. Then state the rules of the student interaction by providing a focus statement to help the students concentrate on a specific area. Next, the students will define the attributes of the examples. Together the teacher and students will test the understanding of the concept. Finally, the students will label the concept and debrief or unpack thoughts (Kaur, 2009).