scholarly journals Using Personality-Based Propensity as a Guide for Teaching Practice

2020 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Lin-Miao L. Agler ◽  
Kelley Stricklin ◽  
Larisa K. Alfsen
Keyword(s):  
Learning Strategies ◽  
Personality Trait ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Regulation ◽  
Individual Characteristics ◽  
Related Factors ◽  
Processing Strategies ◽  
Reading And Math ◽  
Specific Teaching

The Big Five-Factor personality traits are examined in the present review. Individual characteristics and personality types may contribute differently to choices of learning strategies and overall cognitive performance. The purpose of this paper is twofold: (1) to provide a brief overview of consistent research findings on personality constructs as predictors of school-related factors, including academic ability, reading and math skills, metacognitive assessments, self-regulatory learning and processing strategies, and students’ confidence; and (2) to highlight the applicable value of using personality-related propensities to guide teachers in the classroom. Inter-relationships among personality, cognition, metacognition, self-regulation, and learning outcomes are addressed. More importantly, in the end of the paper, practical teaching and learning applications are discussed and summarized in a table. The table is organized to highlight each personality trait, its significance based on research evidence, and its educational implications for specific teaching methods and strategies teachers can use to draw strengths from each personality trait and to maximize learning in the classroom.

scholarly journals PROFESSIONAL TRAINING OF SPORTS STUDENTS AND THE IMPORTANCE OF THE MANAGERIAL INTERNSHIP

InterConf ◽  
2021 ◽  
pp. 11-24
Author(s):  
Victoria Cireș ◽  
Ecaterina Amelicichin
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Professional Training ◽  
Outcome Measurement ◽  
Self Regulation ◽  
Measurement Systems ◽  
Processing Strategies ◽  
Directed Learning ◽  
Use Of Knowledge

According to Vermunt (1998), teaching and learning are interdependent processes that can adjust to each other, by adapting the teaching strategies used by the teacher to the way students use and regulate their learning activities. Teaching, thus involves guiding students in the process of choosing learning strategies that allow the construction, modification and use of knowledge. Such teaching is oriented towards learning processes and implicitly towards the student because it focuses on the processes through which knowledge is built and then applied in practice. Most frequently, studies that have addressed this issue have found an increase in understanding, metacognition, and self-regulation [8,9]. Moreover, studies show that meaning-oriented learning is positively associated with the indicators of study efficiency, even in the case of scores obtained in exams containing factual questions. Reproductive-oriented learning has shown negative correlations with outcome measurement systems. Non-directed learning showed for the most part strong negative relationships with exam performance, while in most cases, application-oriented learning demonstrated a lack of a relationship with academic success. In addition, regular examinations in the first years of higher education hardly manage to capitalize on students' ability to use critical, analytical and concrete processing strategies. [4,10]

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

As Life Itself

2017 ◽  
pp. 311-332
Author(s):  
Esperanza Mejías ◽  
Carles Monereo
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Evaluation Strategies ◽  
Teaching And Learning Strategies ◽  
Life Itself ◽  
Authentic Evaluation

The authors present an innovative practice of authentic evaluation of competences carried out in the “teaching and learning strategies” course of the psychology degree. The evaluation proposal central to this course is based on a real, relevant and socializing practice context in which students have to act as counsellors to respond to a high-school teacher's request: to improve a teaching sequence or unit. In order for this authentic project to work and generate a gradual construction of learning, course teachers used a series of evaluation strategies directed at the assessment of both the result and the learning process and aimed at facilitating students' learning self-regulation and teachers' provision of educational help. Results show that students value the processes of formative assessment because they allow them to act in an authentic context. In turn, teachers are highly satisfied with the involvement and quality of the projects.

An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies

2013 ◽  
Vol 12 (3) ◽  
pp. 359-373
Author(s):  
Jared S. Anthony ◽  
Karen E. Clayton ◽  
Akane Zusho
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Predictive Ability ◽  
Self Report ◽  
Qualitative And Quantitative ◽  
Self Regulated Learning ◽  
Processing Strategies ◽  
Final Exams ◽  
Self Regulatory Learning ◽  
The Relationship

The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed.

scholarly journals 21st CENTURY TEACHING AND LEARNING STRATEGIES OF ARABIC LANGUAGE AMONG UPSI’S TRAINEE TEACHER IN SECONDARY SCHOOL

2020 ◽  
Vol 2 (5) ◽  
pp. 09-18
Author(s):  
Zarima Zakaria ◽  
Tuan Husna Aisya Tuan Hussin
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
21St Century ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Arabic Language ◽  
School Students ◽  
21St Century Education ◽  
Trainee Teachers

21st Century Education is a student-centered learning process. There are several elements applied, namely communication, collaboration, critical thinking, creativity, and the application of pure and ethical values. These elements are also referred to as the standard in PAK-21. But this PAK-21 is something new and ludicrous to apply. The study was conducted to find out the problems faced by the Arabic language teachers during the teaching practice at school. Further, this study was also conducted to analyze the 21st Century Education method and its effects on secondary school students' interest in learning Arabic in there. The respondents of this study were that two trainee teachers have been selected from the Bachelor of Arabic Language with Education at Sultan Idris Education University 2018/2019. This study is qualitative, and data collected through interviews. The results show that UPSI trainee teachers use 21st Century Education electronically and tools learning during teaching practice. In addition, the achievement and interest of secondary school students in Arabic subjects also increased after the trainee teacher applied 21st Century Education.

TEXAS A&M'S OIL SPILL TRAINING ACTIVITIES—A SIXTH YEAR PERSPECTIVE

1981 ◽  
Vol 1981 (1) ◽  
pp. 93-97
Author(s):  
J. Larry Payne ◽  
Michael A. Krone ◽  
David V. Morris
Keyword(s):  
Learning Strategies ◽  
Oil Spill ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Hazardous Material ◽  
Initial Development ◽  
Audience Analysis ◽  
Teaching And Learning Strategies ◽  
Specific Teaching ◽  
Spill Control

ABSTRACT This paper will open by briefly tracing the initial development and subsequent evolution of the Texas Engineering Extension Service's (TEEX) oil spill control activities. The paper seeks to examine and evaluate the success of various phases of the activities including the basic 40-hour API Oil Spill Control Course and the newer specialized extension training programs covering oil and hazardous material spill control. Parameters of the evaluation include developmental rationale, audience analysis, educational validity, specific teaching and learning strategies, logistics and implementation, resource utilization, and program evaluation and planning strategies. Important differences and similarities between the basic 40-hour program and the spinoff extension programs are covered carefully in an attempt to provide useful data for those considering the development of similar programs. Finally, the expanded research and technical assistance of the TEEX Oil and Hazardous Material Control Training Division will be discussed briefly.

Self-Regulated Learning as the Enabling Environment to Enhance Outcome-Based Education of Undergraduate Engineering Mathematics

2014 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
Roselainy Abdul Rahman ◽  
Sabariah Baharun ◽  
Yudariah Mohamad Yusof ◽  
Sharifah Alwiah S. Abdur Rahman
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
International Institute ◽  
Self Regulated Learning ◽  
Engineering Mathematics ◽  
Regulated Learning ◽  
Institute Of Technology ◽  
Philosophy Of Knowledge

The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge – Experiential – Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were implemented to achieve the following objectives; (i) to enhance students' mathematical competencies; (ii) to support self-regulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 i.e. Advanced Calculus. A modification to a previously developed framework by Roselainy et al. (2012a) was performed to encourage students to adopt self-regulated learning behaviour in an active learning environment. The teaching, learning and assessment activities were aligned constructively based on the theory of Biggs & Tang (2010). Data was collected, analysed and later employed to modify the teaching and learning activities. The findings found that it is imperative for teachers to design an appropriate learning environment and apply suitable strategies in encouraging and supporting students to embrace and take charge of their own learning.

scholarly journals PENERAPAN KETERAMPILAN MENGAJAR DALAM UPAYA PENCAPAIAN HASIL BELAJAR MAHASISWA

2017 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
Nurdin Mansur
Keyword(s):  
Classroom Management ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Self Regulation ◽  
Small Group Discussion ◽  
Teaching Skills ◽  
Management Skills ◽  
High Learning

The purpose of the implementation of teaching and learning is for learning achievement, both in terms of process and in achieving the outcome is always influenced by various factors. To get the learning outcomes in a subject that is better then relates all factors of educators in the mastery and application of various teaching skills of learning such as the following, namely: a skill as opening lesson, questioning skills, skills to provide reinforcement, skills provide variety, skill explains, small group discussion guiding skills, classroom management skills, teaching skills of individuals, and closing skills lessons. Moreover, in studying a subject willing learners are required to carry out exercises to add a sense of confidence, a strong will to implement appropriate learning strategies, planning and good self-regulation in order to achieve high learning outcomes.

scholarly journals The impact of Teacher Fellows on teaching and assessment at tertiary level

2016 ◽  
pp. 77-78
Author(s):  
Tim G Harrison ◽  
Dudley E Shallcross
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
First Year ◽  
Tertiary Level ◽  
Teaching And Learning Strategies ◽  
The Subject ◽  
The Impact ◽  
Insight Into

It is perceived that Outreach activities are primarily conducted to raise the profile of the department and the subject with a view to recruitment. However, we highlight a range of benefits to teaching practice and assessment of practical teaching at tertiary level that can arise from such activities. In particular, engaging with secondary school teachers can provide invaluable insight into successful teaching and learning strategies in particular for first year undergraduates.

Self-Regulated Learning as the Enabling Environment to Enhance Outcome-Based Education of Undergraduate Engineering Mathematics

2015 ◽  
pp. 557-567
Author(s):  
Roselainy Abdul Rahman ◽  
Sabariah Baharun ◽  
Yudariah Mohamad Yusof ◽  
Sharifah Alwiah S. Abdur Rahman
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
International Institute ◽  
Self Regulated Learning ◽  
Engineering Mathematics ◽  
Regulated Learning ◽  
Institute Of Technology ◽  
Philosophy Of Knowledge

The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge – Experiential – Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were implemented to achieve the following objectives; (i) to enhance students' mathematical competencies; (ii) to support self-regulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 i.e. Advanced Calculus. A modification to a previously developed framework by Roselainy et al. (2012a) was performed to encourage students to adopt self-regulated learning behaviour in an active learning environment. The teaching, learning and assessment activities were aligned constructively based on the theory of Biggs & Tang (2010). Data was collected, analysed and later employed to modify the teaching and learning activities. The findings found that it is imperative for teachers to design an appropriate learning environment and apply suitable strategies in encouraging and supporting students to embrace and take charge of their own learning.

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