Research-Based Teaching and Learning in the 21st Century

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Research-Based Teaching and Learning in the 21st Century:

Research-Based Teaching and Learning in the 21 st Century

Research-based teaching means that students carry out research in their courses independently and with an open outcome.  The demands of the 21st century are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy.:

Research-based teaching means that students carry out research in their courses independently and with an open outcome.  The demands of the 21 st century are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy.

The principles of teaching for the 21st century identified by Suzanne Donovan and John Bransford (2005) 1. Teacher must address and build upon prior knowledge to promote student learning. 2. In order to develop understanding and effectively retrieve and apply knowledge in real-world contexts. 3. Students learn more effectively when they are aware of how they learn and know how to monitor and reflect on their own learning.:

The principles of teaching for the 21 st century identified by Suzanne Donovan and John Bransford (2005) 1. Teacher must address and build upon prior knowledge to promote student learning. 2. In order to develop understanding and effectively retrieve and apply knowledge in real-world contexts. 3. Students learn more effectively when they are aware of how they learn and know how to monitor and reflect on their own learning.

The Nine Categories of Instructional Strategies 1. Setting Objectives and Provoking Feedback -Provide students with a direction for learning and information about how well they are performing relative to a particular learning objective :

The Nine Categories of Instructional Strategies 1. Setting Objectives and Provoking Feedback -Provide students with a direction for learning and information about how well they are performing relative to a particular learning objective

2. Reinforcing Effort and Providing Recognition -Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning. -Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal:

2. Reinforcing Effort and Providing Recognition -Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning. -Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal

3. Cooperative Learning - Provide students with opportunities to interact with one another in ways that enable their learning. 4.Cues, Questions and Advance Organizers -Enhance students’ ability to retrieve, use and organize what they already know about a topic.:

3. Cooperative Learning - Provide students with opportunities to interact with one another in ways that enable their learning. 4 .Cues, Questions and Advance Organizers -Enhance students’ ability to retrieve, use and organize what they already know about a topic.

5. Non-linguistic Representations -Enhance students’ ability to represent and elaborate on knowledge using mental images. 6. Summarizing and Note Taking - Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.:

5. Non-linguistic Representations -Enhance students’ ability to represent and elaborate on knowledge using mental images. 6. Summarizing and Note Taking - Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.

7. Assigning Homework and Providing Practice -Extend the learning opportunities for students to practice, review and apply knowledge. -Enhance students’ ability to reach the expected level of proficiency for a skill or process.:

7. Assigning Homework and Providing Practice -Extend the learning opportunities for students to practice, review and apply knowledge. -Enhance students’ ability to reach the expected level of proficiency for a skill or process.

8. Identifying Similarities and Differences -Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different. 9. Generating and Testing Hypotheses -Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.:

8. Identifying Similarities and Differences -Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different. 9. Generating and Testing Hypotheses -Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.

The nine categories can be divide into three (3) groups 1. Creating a positive environment for learning 2. Helping students develop understanding 3. Helping students extend and apply knowledge.:

The nine categories can be divide into three (3) groups 1. Creating a positive environment for learning 2. Helping students develop understanding 3. Helping students extend and apply knowledge.

Creating the Environment for Learning Goodwind (2011) describes teachers who create a conducive environment for learning as warm and empathetic and establish a sense of community within the classroom where they respect students and students respect them and one another.:

Creating the Environment for Learning Goodwind (2011) describes teachers who create a conducive environment for learning as warm and empathetic and establish a sense of community within the classroom where they respect students and students respect them and one another.

Setting Objectives -Set learning objectives that are specific but not restrictive. -Communicate the learning objectives to stu7dents and parents. -Connect the learning objectives to students and parents. -Engage students in setting personal learning objectives. :

Setting Objectives -Set learning objectives that are specific but not restrictive. -Communicate the learning objectives to stu7dents and parents. -Connect the learning objectives to students and parents. -Engage students in setting personal learning objectives.

Providing Feedback -Provide feedback to make students understand what was correct and what was incorrect and to make clear what students need to do next. -Provide feedback in time to meet students needs’ -Feedback should be criterion-referenced. -Engage students to feedback process.:

Providing Feedback -Provide feedback to make students understand what was correct and what was incorrect and to make clear what students need to do next. -Provide feedback in time to meet students needs’ -Feedback should be criterion-referenced. -Engage students to feedback process.

Reinforcing Effort -Teach student that success is within their control because it comes as a result of their effort and not because of other people or of luck.:

Reinforcing Effort -Teach student that success is within their control because it comes as a result of their effort and not because of other people or of luck.

Providing Recognition -Promote a mastery-goal orientation -Provide praise that is specific and aligned with expected performance and behaviors.:

Providing Recognition -Promote a mastery-goal orientation -Provide praise that is specific and aligned with expected performance and behaviors.

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