- Oct 2020
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elp them to better understand how their own cultural predilections may need to change and what kind of changes are needed, and how they can adapt their approaches to learning to match the expectations of a particular learning environment
crucial finding
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but in a long-term oriented culture, students may perceive the long-term goals as getting a good understanding of the subject, and hence work towards this goal
intrinsic motivation comes with long term goals
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n the so called shame cultures (such as Japanese), the possible criticisms from the audience and peers are taken very seriously, and behaviour is moulded on avoidance of such criticism as far as possible. In guilt cultures, on the other hand, the actions are determined by whether they conform to a set of internal norms that may be called conscienc
interesting difference in cultures- shame vs guilt
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Thus the students, even in a different culture, would be simply too shy or scared to question the teachers, come out with original answers or extend the point to unfamiliar situations. In a study, teachers from a Western society, with a low power distance
interesting how students who don't view the teachers as powerful are able to learn more and think for themselvevs
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he students’ perception of what their teachers want will influence the outcome. Thus, the approaches to learning in societies with different power distances can be expected to differ
interesting
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embedded in the logic of that particular culture, and hence reveal collective patterns at a macro leve
cultural lenses
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while individual excellence is nourished and celebrated in individualistic cultures. In collectivistic cultures, harmony in the group is encouraged, and great emphasis is placed on group norms.
individual vs. group mindsets
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‘What is the relationship between the dominant approaches to learning of the members of a country/community and the culture of that country or community?’
purpose pt 2
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n this paper, our focus is on approaches to learning and our objective is to explore the relationship between the dominant approaches to learning in different cultures and the generic attributes of the cultures
purpose
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t peer learning may be one way to improve well-beingfor college students attending four-year institutions in the USA
helpful in allowing students to stay in college; lets students know if they need to reach out for help during this crucial time
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suggesting that males may derive more benefit from peer learning inregards to developing Environmental Mastery traits
interesting....why would this be?
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Results suggest that engagement in peerlearning may help students develop some of the Purpose in Life traits
this seems very beneficial
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These results suggest thatpeer learning has a positive influence on students’overall psychological well-being regard-less of their sex, race, or academic ability
doesn't depend on one variable, applies to everyone
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that peer learning positively influences psychological well-being hasyet to be tested with longitudinal data
purpose/research questions
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This, in turn, leads tostudents who are less likely to persist in college.
student retention is determined partly off well-being
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rior research suggests that forfirst-year college students well-being is associatedwith physical health, life satisfaction, and social support
peer connections would help this at a time where it is most crucial
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sychologicalwell-being is defined as‘the ability to develop, maintain, and appropriately modifyinterdependent relationships with others to succeed in achieving goals
defintinition of psychological wellbeing
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perceive that they can reach their goals if the other individuals with whom they arecooperatively working also reach their goals, promoting each other’s efforts to achievegoals
group/team effort to reach goals
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individuals share common goals and each person’s success is affected bythe action of the other’(789), and where outcomes are influenced by individual factorsand by interactions with peers.
theory number 1- social dependence theory
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These results have been shown to be consistentacross a variety of educational settings and cultural backgrounds, making peer learninga highly useful and important pedagogical method for helping students learn.
IMPORTANT - beneficial to everyone and all types of learners
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one of the dominant instructional practices throughout the world
not controversial; everyone agrees it is beneficial
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the acquisition of knowledge and skill through active helping and supporting amongstatus equals or matched companions
definition of peer learning: actively working together with others
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). However, some scholars have distinguished between cooperative and collaborativelearning by positing that these two approaches to peer learning lie along a continuumdefined by how highly structured each approach is–that is, cooperative learning is morehighly structured while collaborative learning is less structured
both involve working together with other classmates
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The purposeof this study is to examine the association between exposure to peer learning in the under-graduate classroom and psychological well-being after four years of college, using a longi-tudinal study design.
purpose
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facilitated the use of various student engagement techniques and also inspired instructors and students with an array of pedagogical choice
could be good for CRP
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active learning spaces require more accountability for learning by students due to the few physical barriers between them and their instructors
could be a major hinderance if not
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disorienting or distracting.
too much stuff going on that distacts from the content
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these conditions allowed for faculty to holistically engage students in learning
much more beneficial than just sitting in a lecture
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audio visual tools
mulitmedia learning theory & engagement
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and for students to create and share knowledge
many resources
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“erased the line” between instructors and students which encouraged interaction and led students to feel closer personal connections with their instructor and their peers,
more casual environment = greater sense of community
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concepts or contents representing references to active learning and motivation, reflection, and self-monitoring of learning; attribute codes were used to identify data relating to attributes of the classroom design, and descriptive codes identified the affordances the space provided. Value codes highlighted participants’ descriptions of participants’
what they were looking for in the data
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physical environment of the ALC provides affordances for learning behaviors and pedagogical practices that support student engagement in the learning process.
i would think many teachers don't consider that the physical space is actually just as important for reasons like these
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An affordance refers to the perceived and actual properties of objects or environments that determine how the object or environment could be used
resources in a classroom
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The purpose of this qualitative case study was to investigate how an active learning classroom (ALC) at ISU influenced student engagement
purpose of this article
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The “traditional” college classroom, with a fixed, lecture-style configuration, does not match what we know about how students learn nor how students expect to learn
isn't enagaging enough for student's brains
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with the concepts presented (Brophy, 1986). When imple-mented accurately, appropriately, and withfidelity, model-ing, OTRs, and feedback serve as ways in which teacherscan directly improve student learning and instruction,which, in turn, promotes academic, behavioral, and emo-tional success for students.
methods teachers should implement = purpose
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researchers found incorporating some nega-tive feedback is also useful in curtailing inappropriatebehavior
must be a proper balance
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Positive feedback has been shown toincrease complianc
feel a sense of trust with their teacher
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ho naturally employ more positive feedback thantheir colleagues have more highly engaged students
better not to criticize
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for students with the most challenging behavior
a good way to discipline
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and a mixed method of responding (i.e., 70%choral and 30% individual OTRs) was slightly better thanonly choral responding
lets every student be comfortable with a method they enjoy
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an academic question, prompt, or task presented by ateacher and eliciting active student response
another form of engagement
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hink-aloudsdemonstrate the internal thought process used by the teacherand provide students with an opportunity to witness theexpert thinking that is typically hidden and thus an abstractconcept to the students
provides reasoning to the modeling
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In other words, effective modelingshould have a narrowed focus and direct students’attentionto the significant aspects of the desired skills and behaviors.
good aspects of modeling - three step
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The quality of teacher modeling directly affects students‘behavior and ability to apply learned concepts
another reason we are in need of strong, passionate teachers
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Findings indicated that teacher modeling positively increasedstudents’on-task behavior by nearly three standard devia-tions above baseline
students are better visual learners
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ncreasing students’behavioralengagement holds promise as a way to increase student learn-ing and performance
also lessens disciplinary problems?
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Findings demonstrated thatteacher support is an important factor in student engagementas reported by students and teachers.
need someone who believes in them, as seen in the panelists
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urthermore, students with higher levels of engagementare more likely to earn higher grades and standardized testscore
need a stronger sense of community
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ideas
this cognitive seems most beneficial in my eyes
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- Sep 2020
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further close achievement gaps and inspire more students to persist academically, both in the short and long term.
this would go on to help many other problems in society
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On the one hand, being offered fi nancial compensation for each “A” earned can provide students a reason to value learning, particularly when the student lacks any other value for the activity.
many parents do this - is it beneficial in the long run?
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It is important to note that these interventions are not “magic bullets” that can work for all students in all situations
must adapt to fit the needs of individual students
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students are guided through instruction on the 11 aspects of the whee
full program to inspire motivation
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These feelings of belonging uncertainty can lead to students with-drawing from the academic experience and result in poorer learning and health outcomes
lack of focus on academics
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identify with groups of students who are stereotyped to under-perform
you are who you surround yourself with - they would take away your motivation to perform highly
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through opportunities for choice in the classroom
empower students to have a voice
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ncrease students’ percep-tions of the relevance of academics to their lives
useful to their future success
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low ability to underscoring the importance of effort and the notion that achievement was amenable to change.
making a growth mindset
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Many of these interventions provide students with training about ascribing academic success to things that are within their control (e.g., effort) and that academic diffi culties can be overcome
having an internal locus of control about schooling
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if they experience signifi cant cost preventing them from engaging in that task
motivation has to be greater than cost
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human values correspond to distal factors in the model of achievement behaviors (e.g., the cultural milieu, student’s goals), whereas task values refer to perceptions of the task at hand (i.e., how valuable a task is in attaining a particular goal)
expetency value theory definition
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reward
much of school seems to be this because of grades
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cost refl ects the perceived negative aspects of a task
taking time, energy,etc
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Thus, an academic activity can lack intrinsic value yet have high utility value
school work isn't fun but is preparing you for future
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inherent enjoyment or satisfaction an individual perceives that he or she will obtain from engaging in a task
intrinsic motivation
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xed
growth vs. fixed mindset
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248Moreover, effort and task diffi culty can be infl uenced directly by the student and teacher ( controllable ), whereas current ability and luck cannot ( uncontrollable )
school tasks have both controllable and uncontrollable
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For example, attribution theory posits that individuals frequently attribute success and failure to perceived causes such as ability, effort, perceived task diffi culty, or luck.
not an external force, usually something internal
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1
means and strategy belief agency or capacity belief control belief
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The level of specifi city corresponds to the predictive power of self-concept, with more speci-fi city in the self-concept construct and outcome yielding more powerful results
specificity = more beneficial
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For instance, positive educational outcomes can enhance self-concept just as higher levels of self-concept can yield more positive outcomes
conversal relationship
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By identifying the sources of expectancy and value amenable to change, we can help practitioners diagnose why students like Amanda struggle and how teachers and schools can purposefully increase student motivation.
purpose
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Even though adults see these standards and associated learning activities as necessary and important to facilitate student learning, why would students be motivated to engage in these academic tasks?
research question
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heightens the risk that more students will fail and leave the educational system
need strong teachers
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connection
importance of community
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The use of rubrics with clearly described criteria for evaluation can also help to shift the focus to learning
i really enjoy when teachers do this it makes me more motivated
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Even so, students benefit when teachers attempt to maximize students’ opportunities to take owner-ship of their educational experience
teachers play a large role
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autonomous when teachers provide an opportunity for them to express their opinions
fully agree
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to attribute failure to internal, unstable, and control-lable causes (e.g., lack of effort, poor strategy use) rather than internal, stable, and uncontrollable causes (e.g., low ability)
creates a growth mindset; not their brain's fault
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enhance student motivation described previously can also be beneficial to students’ emotion
makes students perform better, therefore happier?
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can undermine students’ learning
i agree that its impossible to learn if angry or upset
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mastery, with a focus on developing competence, and per-formance, with a focus on demonstrating competence and outperforming others
competition driven
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students
i don't think its fair to hope students only have intrinsic motivation when grades are involved; this sets up a reward
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task perceived as useful
interesting that this would affect motivation
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Students randomly assigned to receive instruction on how the brain develops and can grow were more likely to endorse a growth mind-set and had higher academic performance
this could be an important thing for teachers to know
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growth mind-set
fixed vs. growth mindset - not open to improve vs. room to get better (more effective to be the 2nd as a learner)
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individual
three factors<br> controllability locus stability
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observe similar models successfully demonstrate a task
very effective
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Self-efficacy is future-oriented, reflecting students’ beliefs about what they will be able to do, and is specific to a task
important in the confidence and goals of a student; many factors that play in = refer to last reading
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Valence and activa-tion further describe emotion
postive vs. negative activating vs. deactivating state
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As such, altering educational contexts offers ample opportunity to support more adaptive forms of motivation
true; not everything is of interest to everyone
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Motivation refers to the pro-cesses of both initiating and sustaining behavior
gets you started & keeps you going on a specific task
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wo domains share skills
basic skills benefit in every class
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This is likely because performance-contingent rewards and proximal goals each provideinformation to learners about their progress
rewards are beneficial to learning
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Having students verbalize the strategy as they apply it
never done this; would be interesting to see if this is truly beneficial
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Goal setting and self-efficacy are powerful influences on academic attainments
need goals to work towards
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In fact, African Americans often maintain a sense ofoptimism even in the face of social and economic disadvantage
interesting
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should not be expected whenstudents receive clear performance information about their capabilities or progress in learning.
interesting - why is this?
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. Some researchers have argued that gender differences in social,personality, and academic variables may actually be a function of gender orientation—thestereotypic beliefs about gender that students hold—rather than of gender
i agree - conform to stereotypes
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As they grow, children gain task experience and engage more often in peersocial comparisons, which improve the accuracy of their self-assessments
not just based off what teachers or parents are telling you
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fficacious about accomplishing difficult tasks; even being provided with feedback indicatinglow performance may not decrease self-efficacy
good to be challenged
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Classrooms that allowfor much social comparison tend to lower the self-efficacy of students who find theirperformances inferior to those of their peers
lowering self esteem with comparison
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Students in networks tend to be similar to one another (Cairns, Cairns, &Neckerman, 1989), which enhances the likelihood of influence by modeling
imporant to find people like you
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observing others fail can lead students to believe that they lack the competence to succeed
learn from those around you
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Parents who steer their children toward efficaciouspeers provide further vicarious boosts in self-efficacy
"you are who you surround yourself with"
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Other homes do not have these resources and adults maydevote little time to children’s education
home life is a very large factor on everything educational
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can control what they learn and perform are more apt to initiate and sustain behaviors
interesting how the brain works in these ways
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the consequences expected from one’s own actions
learned that this greatly affects one's behaviors
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higher level
confidence in crucial in success
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Self-efficacy is grounded in a larger theoretical framework known as social cognitivetheory
many various factors influence ones person
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Self-efficacy refers to beliefs about one’s capabilities to learn or performbehaviors at designated levels
good definition
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Lastly, socioeconomic status did not appear to matter in our study,
this is interesting considering SES has been a factor in almost every other study
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leading less selfefficacious students to not approach their professors for mentoring support, but to consult their peers instead
true = this is not as beneficial
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mentorship
very crucial in all aspects of college
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show that college selfefficacy and perceptions of mentorship were most important for FTIACS’ intentions to persist past their first semester in college
the two most important factors
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for both individuals participating in learning communities and individuals not participating
this had no effect
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participation in learning communities
interesting - does this make you more enagaged?
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)
these factors = important
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Other models emphasize understanding students’ backgrounds, distinguishing among different institutional settings and characteristics (Tinto, 2006) and student engagement
i think this is important; in learning across communities last block we talked about how a students home life can impact their ability
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have yielded different levels of interest, potentially due to socio-cultural norms
interesting to consider this factor in affecting behavior/ability
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s such, spatial ability might not have been uniformly controlled for between the genders, and the recognized gender effect may, in fact, still be a spatial ability effect.
spatial ability and gender are indeed related
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The study did not find a main effect for multimedia type or an interaction effect between multimedia type and gender. As a gender main effect was found after controlling for spatial ability, however, H1 was accepted
Gender does impact spatial ability; not multimedia and gender
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generally favoring males
is this an evolutionary advantage?
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ndividuals with higher spatial ability have an advantage when dealing with static resources
takes more mental ability
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Making the temporal changes more explicit through animations can, thus, reduce the mental effort required for those inferences
i agree w/this from personal experience
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To uncover the unique effects of gender or spatial ability, it is necessary to adequately address this methodological issue. The current study thus responds to this need by examining the effects of gender and multimedia type on learning outcomes while controlling for spatial ability
main point ??
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nhanced motivation though did not enhance learning effectiveness
i agree - some things are fun but aren't necessarily more beneficial
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more conversational tone
this is super beneficial in my opinion
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or instance, adding chapters and headings to a presentation improved learning effectiveness
i agree - this is super important in presenting
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Foundational Principles
Important three principles
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13By
SEE THESE THREE IMPORTANT MAIN PRINCIPLES
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Finally, new schema can be created, or existing schema modified, and stored in long-term memory
this paragraph = how this process works
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The result of minimizing both extraneous and intrinsic load would maximize resources for germane load, or processing of relevant information.
more time to focus on the processing of new information
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humans develop schemaor patterns of ideas that are stored together in long-term memory as a single unit
new information is processed into these schemas & sorted accordingly
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This processing would suggest associated imagery of telephones as well as associated sounds of telephones;this recalled nonverbal information would be processed by imogens. The two systems are able to create referential connections between logogen and imogen processed information.
imogens vs logogens
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However, the main contributionscome from Paivio’s dual coding theory, Baddeley’s working memory model, and Sweller’s cognitive load theory
main point about multimedia learning
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human.libretexts.org human.libretexts.org
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For most complex social issues, the conversation never truly ends. It may, however, change over time
interesting to view things in this way
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human.libretexts.org human.libretexts.org
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You work well under pressure, and when you do finally sit down to accomplish a task, you can sit and work for hours. In these times, you can be extremely focused and shut out the rest of the world in order to complete what’s needed.
this sounds similiar to me
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You like to make checklists and feel great satisfaction when you can cross something off of your to-do list
This is definitely true for me, but i don't rush to get things done asap
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human.libretexts.org human.libretexts.org
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define you as a student
i remember learning how only having one learning style is a myth...this hinders you from reaching your full potential, you just need to practice more
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y read
this seems most like what i would do, alongside diagrams
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human.libretexts.org human.libretexts.org
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Don’t prejudge or assume you already know the material
important
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Therefore, students with LDs from disad-vantaged backgrounds should receive college counseling and guidance with the application and enrollment process to decrease the likelihood of delayed college enrollment.
having a LD and low SES are two hinderances to college - these students should receive proper resources
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Therefore, the error variance for parent aspirations and student experience should also correlate.
encouraged to follow in footsteps/aspirations of their parents
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As expected, SES has a sig-nificantly moderate correlation with parent aspiration
creates a neverending cycle with culture of poverty
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Delayed enrollment poses a significant barrier to degree attainment for these students, and is an important variable for consideration within the model
especially for students with disabilities, taking a gap year can result in losing academic progress
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and that a gap year positively predicted academic motivation in college
this is interesting; i hadn't considered how a gap year would help someone long into the future
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Eventhe most well-intentioned approaches to student guidanceand support can undermine a smooth transition for a stu-dent if not informed by collaboration with the other educa-tional setting
this seems very difficult to do in my opinion
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Yet, cannot just assumethat students will“figure it out”
crucial to get students the help they need; this is the only way to truly adapt them
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students’knowledge of the impacttheir disability has on learning (statement 9)
results in the ability to best adapt
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dditionally, studentsmust know, understand, and advocate their learning differen-ces
crucial in getting the most help needed
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structureand understanding of one’s own needs
be willing to advocate for these things at college; everyone needs different things to help them
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multiple environments
difficult to coordinate collaboration of this caliber
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some students still find themselves forced tochoose between expensive private testing and access to sup-ports and accommodations, all while learning how to be afirst-semester college student
another example of SES effect on learning
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Effectively support-ing transition to college must align with a student’sstrengths and individualized goal
Difficult due to the amount of anonymity college students have, especially at large schools
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Instead students with LD want totry collegeon theirown first, thinking they will self-disclose and use disabilitysupport resources if they find they need the
Treated no other than the other students, despite having hinderances to their learning that makes it much harder
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may be left to guidance counselorsand general education professionals who can have limitedknowledge and experience with IDEIA mandated transitionprograming guideline
Major problem - the people helping aren't equipped to do so
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or example,students should enter postsecondary education with anunderstanding of their learning profile, ability to explain thisprofile to others and articulate needed supports, and willing-ness to lead the process of securing accommodation
In my experience, i've never had a school that focused on this/prepared me in this way
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For example, young adults with LD attendtwo-year colleges at more than double the rate, and four-year colleges at half the rate of the general population.Furthermore, while the estimated college completion rate is52% for the general population, the completion rate for stu-dents with LD is estimated at 41%
Plays a major role in effecting ones educational experiences
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every small aspect of school is harder for 2e students, to something as simple as handwriting
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ASD students organize their thinking more linearly with few connections
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2e students struggled with grasping the essence of the lesson; thus encoding the wrong information
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need novelty, relevance, intensity, emotion and sensory impit and storage to keep 2e students interested
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3 interrelated brain functions - working memory, flexibility and self control
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executive function = very important
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paradox - long term memory is not passive storage; it's active and always forming
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cohen and squire - argue that information is filtered as declarative knowledge (knowing what) or procedural knowledge (knowing how)
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important - the four steps of working memory
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attentuated filter - threshold that filters out sensory information depending on the level
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all memory systems are related levels of learning
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behaviorism can't explain thoughts and memories because it's only observable behavior
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comparison to a computer - we all have minds, might not be using the same application
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neurodiversity - not disabled, not normal thinking
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the skills these gifted students struggle with are ones you would think would show a students intelligence - reading and writing, language, etc
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surprised by how many different factors go into it - seems hard to determine
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IMPORTANT = these 7 signs
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gifted characterstics can be found in certain people in certain times under certain circumstances = not always present
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gifted should be used for students who have these atypical characterstics
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schools must develop a universal system to measure giftedness
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this act placed emphasis on students w/ low resources or inability to speak english who may still be gifted
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giftedness is cluster of three traits: task comittment, above-average ability and creativity
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schoolhouse giftedness (test scores) vs creative processing giftedness
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intelligence is made up of many different skills; can't be measured by one number to determine giftedness (one side of the argument)
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giftedness was only measured by one number, an iq test
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many gifted people don't do well in classrooms; are both gifted in some areas and struggling in others
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human.libretexts.org human.libretexts.org
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Claims
HELPFUL
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Rather, focus on what each of those sources is claiming, why, and how exactly their claims relate to your own points.
something for me to work on in writing
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human.libretexts.org human.libretexts.org
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Choose your examples wisely by making sure they directly connect to your thesis
i sometimes struggle w/ chooosing which evidence to include; there's always so many options
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human.libretexts.org human.libretexts.org
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how the author hopes this topic will be treated in the future.
i've always learned to put a "so what"
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may fade.
i definitely do
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Restating the question can sometimes be an effective strategy
i think sometimes I tend to do this
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paper
I usually write my introduction last to ensure I'm covering everything that was said in the paper - is this okay?
Annotators
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human.libretexts.org human.libretexts.org
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first or final sentence in a paragraph. It's possible that it can appear in the middle, but that can be confusing for a reader
interesting - i have never done this
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Begin writing with the part you know the most about
i do this frequently, as well as writing only one paragraph at a time
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human.libretexts.org human.libretexts.org
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means many things to many people
need to be more specific than this
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By looking at _____, we can see _____, which
this is interesting, i hadn't ever been taught to think of it like this
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via3.hypothes.is via3.hypothes.is
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"in the social learning view...." MAIN ARGUMENT
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interesting how humans follow people who are better dressed/higher up looking in society
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