From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-Based Instruction and Classroom Assessment

2000 ◽  
Vol 6 (4) ◽  
pp. 257-290 ◽  
Author(s):  
Gail Lynn Goldberg ◽  
Barbara Sherr Roswell
Keyword(s):  
Classroom Assessment ◽  
Based Instruction ◽  
The Impact

scholarly journals Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures

2016 ◽  
pp. 788-806
Author(s):  
Brett D. Jones ◽  
Mehdi Setareh ◽  
Nicholas F. Polys ◽  
Felipe Bacim
Keyword(s):  
Effective Means ◽  
Interactive Simulation ◽  
Simulation Tool ◽  
Spatial Structures ◽  
Learning Tools ◽  
Powerful Learning ◽  
Inquiry Approach ◽  
Based Instruction ◽  
The Impact ◽  
Interactive Simulations

Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of using online interactive simulations on the learning and motivation of 109 undergraduate architecture students from two large public universities. The simulation tool allowed students to create models of spatial structures and analyze the effects of loads on structural member forces and deflections. The authors incorporated the simulations into our instructional design using an inquiry approach because it was consistent with our goals of teaching students concepts and the process of deriving the concepts. They documented that online interactive simulations delivered through inquiry-based instruction can be an effective means to help students learn and apply concepts.

A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

2013 ◽  
Vol 114 (2) ◽  
pp. 252-276 ◽  
Author(s):  
Asha K. Jitendra ◽  
Danielle N. Dupuis ◽  
Michael C. Rodriguez ◽  
Anne F. Zaslofsky ◽  
Susan Slater ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Third Grade ◽  
Randomized Controlled ◽  
Third Grade Students ◽  
Mathematics Difficulties ◽  
Based Instruction ◽  
The Impact

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

Creating a Vision for Special Education Programs

2015 ◽  
pp. 69-90
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Development Program ◽  
Inclusion Type ◽  
Students With Special Needs ◽  
Full Inclusion ◽  
Vision Statements ◽  
Vision Statement ◽  
Based Instruction ◽  
The Impact

This chapter focuses on creating a vision statement that supports a service delivery model within the field of special education. The chapter discusses the importance of shaping the vision and the impact it may have on the student, school, families, and society as a whole. Components as well as examples of currently used vision statements are included in this chapter, along with a discussion about incorporating a school's vision statement into its professional development program. The chapter concludes with a reflection on ensuring that the needs of students are met while at the same time being cognizant of the fact that standards-based instruction dominates the Individualized Education Plan and service delivery models help shape the vision for all students as more and more students with special needs are being placed into a full-inclusion type of educational environment.

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

A Web-Based Tutorial to Enhance Student Learning of Activity Analysis

2005 ◽  
Vol 72 (3) ◽  
pp. 153-163 ◽  
Author(s):  
Cynthia Perlman ◽  
Cynthia Weston ◽  
Erika Gisel
Keyword(s):  
Student Learning ◽  
Instructional Strategies ◽  
Performance Outcomes ◽  
Activity Analysis ◽  
Immediate Feedback ◽  
Web Based ◽  
Occupational Therapy Students ◽  
Before And After ◽  
Based Instruction ◽  
The Impact

Background. This paper describes the impact on learning of a web-based tutorial for the application of activity analysis, with occupational therapy students, at McGill University, Montreal, Quebec. This tutorial offers unique, interactive instructional strategies allowing for self-directed higher cognitive and reflective learning, which has not been possible, to date, in current web-based technology. Scope. Through repeated practice, students collaboratively (in dyads) apply concepts of activity analysis, and receive immediate feedback by comparing their answers to a standard. Methods and Results. Comparisons of performance outcomes on summative exams before and after implementation of the tutorial are made, suggesting a decrease in variance scores indicating fewer students are falling below the class average. These results are attributed to opportunities to practice activity analysis and to receive immediate feedback. Practice Implications. Web-based instruction can impact student learning if the instructional strategies ensure coherence with all other instructional components, match the learning outcomes, facilitate self-directed and collaborative learning, and allow for practice and feedback.

scholarly journals Further Effects of Phylogenetic Tree Style on Student Comprehension in an Introductory Biology Course

2018 ◽  
Vol 17 (2) ◽  
pp. ar17 ◽  
Author(s):  
Jonathan Dees ◽  
Caitlin Bussard ◽  
Jennifer L. Momsen
Keyword(s):  
Phylogenetic Trees ◽  
Life Sciences ◽  
Biology Education ◽  
Student Understanding ◽  
Introductory Biology ◽  
Student Comprehension ◽  
Construction Tasks ◽  
Based Instruction ◽  
Introductory Biology Course ◽  
The Impact

Phylogenetic trees have become increasingly important across the life sciences, and as a result, learning to interpret and reason from these diagrams is now an essential component of biology education. Unfortunately, students often struggle to understand phylogenetic trees. Style (i.e., diagonal or bracket) is one factor that has been observed to impact how students interpret phylogenetic trees, and one goal of this research was to investigate these style effects across an introductory biology course. In addition, we investigated the impact of instruction that integrated diagonal and bracket phylogenetic trees equally. Before instruction, students were significantly more accurate with the bracket style for a variety of interpretation and construction tasks. After instruction, however, students were significantly more accurate only for construction tasks and interpretations involving taxa relatedness when using the bracket style. Thus, instruction that used both styles equally mitigated some, but not all, style effects. These results inform the development of research-based instruction that best supports student understanding of phylogenetic trees.

scholarly journals Designing and Piloting a Tool for the Measurement of the Use of Pronunciation Learning Strategies

2010 ◽  
Vol 8 ◽  
pp. 189-202 ◽  
Author(s):  
Mirosław Pawlak
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Learning Strategies ◽  
Future Research ◽  
Data Collection Tool ◽  
Research Findings ◽  
Based Instruction ◽  
The Impact ◽  
Point Of Departure

Despite the fact that the last few years have witnessed a growth of interest in pronunciation learning strategies (PLS) (e.g. Petersen 2000; Pawlak 2008a; Wrembel 2008), this line of inquiry still remains neglected and is in urgent need of further empirical investigation. This is because the available research findings are primarily confined to the identification and description of the strategic devices that learners draw upon in their attempts to learn the various segmental and suprasegmental features, with only a handful of studies addressing such issues as the factors influencing PLS choice and use, the impact of proficiency levels or the value of strategies-based instruction in this area. Another problem is related to the use of diverging research methodologies and data collection tools, which renders it impossible to make comparisons between various studies, view their results in a cumulative way and arrive at conclusions concerning the effectiveness of specific strategies used by learners. What appears to be indispensable to drive the field forward and ensure that research findings will be comparable across studies and provide a sound basis for feasible pedagogic proposals is to draw up a classification of PLS and design on that basis a valid and reliable data collection tool which could be employed to measure the use of these strategies in different groups of learners, correlate it with individual and contextual variables, and appraise the effects of training programs. In accordance with this rationale, the present paper represents an attempt to propose a tentative categorization of pronunciation learning strategies, adopting as a point of reference the existing taxonomies of strategic devices (i.e. O'Malley and Chamot 1990; Oxford 1990) and the instructional options teachers have at their disposal when dealing with elements of this language subsystem (e.g. Kelly 2000; Goodwin 2001). It also introduces a research instrument designed on the basis of the classification that shares a number of characteristics with Oxford's (1990) Strategy Inventory for Language Learning but, in contrast to it, includes both Likert-scale and open-ended items. The findings of a pilot study which involved 80 English Department students demonstrate that although the tool requires considerable refinement, it provides a useful point of departure for future research into PLS.

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