scholarly journals Ten Trees a Day: How learning science and a story of multilingual buffalo help students learn syntax

2021 ◽  
Vol 6 (2) ◽  
pp. 5110
Author(s):  
Lynn Santelmann
Keyword(s):  
Best Practices ◽  
Learning Science ◽  
Learning Skills ◽  
Tree Structures ◽  
Effective Feedback ◽  
Syntax Tree ◽  
Class Period

This paper describes an activity designed to help students improve skills in drawing syntax tree structures without significantly increasing instructor grading time. In this formative exercise, students draw ten trees prior to each class period, correct their own work, and reflect on their mistakes. This assignment incorporates many practices that research on learning suggests are essential for understanding and retention of material. In addition, this exercise incorporates some best practices on effective feedback. The activity works best when students understand the science behind it, so discussion of the pedagogical reasons for the exercise is essential. Further, overt discussion of how to learn helps students develop effective skills for learning linguistics. Self-correct homework assignments like this can be applied to many courses that involve learning skills or terminology.

scholarly journals Assessment Strategies And Feedback Practices By College Instructors: A Cross-Sectional Study

2021 ◽  
Vol 58 (1) ◽  
pp. 1250-1269
Author(s):  
Mario Colega Oli
Keyword(s):  
Best Practices ◽  
Present Finding ◽  
Cross Sectional Study ◽  
College Instructors ◽  
Cross Sectional ◽  
Effective Feedback ◽  
Major Subject ◽  
Quantitative Descriptive ◽  
Giving Feedback ◽  
Assessment Strategies

This paper described the different classroom assessment strategies, determined the extent of implementation of feedback and tested the differences between respondentsclassification group on the feedback practicesimplemented by the College Instructors on the class performance of their students.It made used of quantitative-descriptive and cross-sectional research design. The data were provided by 51 Instructors chosen systematically and 312 IT students selected through stratified sampling. The findingsreported that the instructors have always practiced the giving of class recitation, seatwork and teacher-made quiz in which these were confirmed by their students’ responses.After these assessments were evaluated, the Instructors have always provided feedback as they promptly return the papers of their students to correct major issues or misconceptions and to serve as guide for students on where to go next and what to focus on. Further, they too provide feedback orally to the whole class when there is so much information for them to read. Moreover, the Instructors regardless of employment status and subject taught have the same feedback practices despite that not all of them have earned Education units. This best practices of the Instructors in using different assessment strategies and the provision of feedback have contributed to the academic achievement of the students as this will guide not only them but more so their students, on what to improve and focus on. Among all the factors for an effective feedback, timeliness has always been practiced by all the IT Instructors.However, the extent of implementation of giving feedback practiced by Non-major Instructors as assessed by students and self-rating of Non-major Instructors, and the evaluation of the feedback practices made the Non-major and major Instructors are statistically significant.Hence, a deeper investigation is needed to confirm the present finding as regards the differences on the implementation of feedback by the Major and Non-major Subject Instructors in Information Technology. 

Written feedback in heritage Spanish classrooms

2019 ◽  
Vol 32 (2) ◽  
pp. 543-572
Author(s):  
Ariana M. Mikulski ◽  
Idoia Elola ◽  
Ana Padial ◽  
Grant M. Berry
Keyword(s):  
Best Practices ◽  
Heritage Language ◽  
The United States ◽  
Written Feedback ◽  
Writing Assignments ◽  
Effective Feedback ◽  
Graduate Teaching ◽  
Written Comments ◽  
L1 And L2 Writing ◽  
L1 And L2

Abstract Although feedback is a well-established and widespread technique in L1 and L2 writing, little is known about written feedback practices in Spanish heritage language (SHL) classrooms. This study examines how written feedback is used in SHL courses across the United States. Professors, instructors, graduate teaching assistants, program directors, and students who had taught, directed, or taken an SHL course completed online questionnaires about instructional practices and their perceptions of the feedback provided on writing assignments. Both instructors and students reported that written comments, correction codes, circles/underlines, and correct forms were frequently provided. Instructors indicated the most challenges when providing feedback on organization, grammar, and orthography. Nevertheless, students reported that every kind of feedback that they received was useful and comprehensible. Although further exploration of writing in the SHL classroom is needed to more concretely delineate best practices, the current findings suggest that several effective feedback practices are already in place.

The Mechanic is the Message

2010 ◽  
pp. 217-235 ◽  
Author(s):  
Chris Swain
Keyword(s):  
Experiential Learning ◽  
Best Practices ◽  
Real World ◽  
Learning Objectives ◽  
Learning Science ◽  
The Real ◽  
Game Mechanics ◽  
Natural Type

Humans learn through play. All games are learning devices—though most teach the player how to play the game itself and do not strive to communicate information with utility in the real world. This chapter is for designers seeking to design game mechanics to communicate learning objectives, values, and ethical messages. The term “mechanic” describes both a) the actions a player takes as she interacts in the context of a game (e.g., run, jump, shoot, negotiate) and b) the response of the system to player actions. In other words, the mechanics are the essence of the player interacting with the game. When the mechanics of a game align with the values the game’s designer strives to communicate, then the player is learning those values experientially. Learning science shows us that this type of experiential learning is a powerful and natural type of learning for humans. Designing game mechanics as described above is easier said than done. This chapter includes six best practices for achieving success, which are supported by case study examples from leading designers in the field.

Individualized Student Feedback: Are Templates the Solution?

2019 ◽  
Vol 4 (4) ◽  
pp. 371-382
Author(s):  
Marisa E. Crisostomo ◽  
Rahul S. Chauhan
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Student Feedback ◽  
Future Research ◽  
Normative Feedback ◽  
Effective Feedback ◽  
Different Types ◽  
Individualized Approach ◽  
Classroom Studies

Management educators understand the importance of providing feedback to students, but are they capable of providing effective feedback? Several laboratory and classroom studies have examined different types of feedback and their effectiveness, but we recommend examining normative feedback practices among instructors. This article presents a brief review of best practices for constructing instructor-delivered student feedback and considers the problems that instructors face when providing such feedback. We suggest that management instructors utilize template feedback, a semi-individualized approach, in order to reduce grading time. We discuss how future research should examine whether instructors understand the complexities of feedback, how feedback affects student performance, and whether a semi-individualized approach is an effective method of delivering feedback.

Opportunity for Effective Feedback: A Supervision Tool

2013 ◽  
Vol 23 (1) ◽  
pp. 28-46
Author(s):  
Deborah A. Wilson ◽  
Mary J. Emm
Keyword(s):  
Effective Feedback

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

Measuring Word Learning Ability in Sequential Bilingual Children

2010 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Pui Fong Kan
Keyword(s):  
Word Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Word Knowledge ◽  
Typically Developing ◽  
Learning Skills ◽  
Word Forms ◽  
The Individual ◽  
Novel Word Learning ◽  
L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

Autism, AAC, and Proloquo2Go

2009 ◽  
Vol 18 (4) ◽  
pp. 137-145 ◽  
Author(s):  
Samuel Sennott ◽  
Adam Bowker
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Communication Technologies ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Visual Supports ◽  
Digital Device ◽  
Ipod Touch ◽  
Spectrum Disorders ◽  
Communication Needs

People with ASD often need to access AAC in situations where a tabletop digital device is not practical. Recent advancements have made more powerful, portable, and affordable communication technologies available to these individuals. Proloquo2Go is a new portable augmentative and alternative communication system that runs on an iPhone or iPod touch and can be used to meet the diverse needs of individuals with autism spectrum disorders (ASD) who are ambulatory and have difficulty using speech to meet their full daily communication needs. This article examines Proloquo2Go in light of the best practices in AAC for individuals with ASD such as symbols, visual supports, voice output, and inclusion.

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