Chapter 5

Self-discipline

Self- esteem

Self-determination

Assertiveness

Self-confidence

Motivation

Initiative

Responsibility

Alertness

Judgment

Time Management

Money Management

Personal Skills Needed to Succeed in College Life:

Finding Information

Analyzing Information

Processing Information

Summarizing

Problem Solving

Critical and Divergent

Thinking

Communication

Study Skills Needed to Succeed in all Subjects:

Enough sleep

Regular exercise

Enough rest and relaxation

Proper diet and nutrition

Control stress

Provide our body with the following:

Sit in front of the classroom

Avoid distractions

Sit up straight

Listen for verbal clues

Ask questions as often as possible

Take notes

Some Listening Strategies:

- Record - Recognize - Reflect

- Reduce - Recite - Review

1. Develop mental focus.

2. Eliminate distractions.

3. Study in a comfortable area.

4. Grasp important concepts.

5. When we read, do not move our lips.

Underlining is used to highlight important

key words and phrases.

Metaphor, Simile, and Analogy is used

to transpose meaning from idea, concept,

event, experience, or procedure to another.

TPSR. Think-Pair-Share-Reflect – helps

students to process information after

reading a selection.

* Think about the selection

* Pair it

* Share it with a group

* Reflect

Writing Marginal Notes is related to

underlining in the sense that makes use of a

marker to highlight important points.

Highlighting refers to emphasizing key

word, phrases, or messages in order to

make them stand out among the

surrounding words.

Concept Mapping is the arrangement

of major concepts from a text or lecture

into a visual representation.

Graphic Organizers are tools usedto organize information for easy recall

and memorization.

1.Charts are timeless and comparison charts

which can be very useful tools for organizing

information; comparison charts can be set up

in columns to compare a variety of concepts.

Box – recording progress on certain skills

Venn diagrams – used for comparing and

contrasting qualities or characteristics

Concept maps – used for showing how

ideas are connected with one another

Flow Charts – used for displaying sequencing

of events

Timelines – used for showing the historical

events in chronological order

Gantt chart – used to showcase how ideas

are arranged in relation to each other

2. Tables are used to arrange facts and

information in a condensed way into

columns and rows.

3. Outlines reflect the most important ideas

contained in a selection or article.

T-Chart

Venn Diagram

Chain of Events

Continuum is used for time line showing historicalevents, ages, degrees of something, shades ofmeaning, or rating scales.

Comparison or Contrast – is used to showsimilarities and differences.

Spider Map – is used to describe a central idea: athing, a process, a concept, and proposition.

Reflective Journal – entry the student identifies theactivity and then reflects on the material learned.

PIN chart – is used in analyzing the problem andputting it in a new light or perspective.

SWOT (Strengths, Weakness, Opportunities, Threats)– is used when we evaluate according to its meritsand demerits.

Story Grammar works best in reading a

story, allows us to ask ourselves some

questions as we read the story.

SQ3R Strategy is applicable to all

subject areas. SQ3R means:

S – Survey Q – Question R – Read

R – Recite R – Review

Advance Organizer is a textbookclue that provides advanced

information about the material.

Allow us to:1. Preview the material

2. Activate prior knowledge

3. Establish our purpose for reading.

KWL Strategy helps us organize ourunderstanding of a text. It is a strategy

where:K is for KNOW

W is for WANT TO KNOW

L is for LEARNING

How to Increase Comprehension Make learning sequential.

Rethink at designated points in the lesson.

Summarize what we have read in our notes.

Recalling Strategies Understand

Desire

Practice

Systematize

Develop associations

Interest

Mnemonic devices are influenced by

association theory; these are very specific

strategies that help us remember

information.

Questioning is another type of

strengthening the cognitive process.

Contextual clues

Definition or Synonym

Explanation

Example or Illustration

Comparison and Contrast

Chunking is an aid to learning; ithelps us acquire knowledge and

information. Pattern chunking - is the easiest way

to remember bits of information, finding

patterns.

Categorical chunking – arranging the

information by establishing categories.

• Advantages and Disadvantages

• Similarities and Differences

• Structure and Function

• Taxonomies

• Arrays

Idea-generating is a strategythrough which we generate ideas.

Brainstorming – is a technique in which

we generate ideas in a spontaneous

manner.

Catchball – term used in business

which means the cross-functional

method for accomplishing two

different goals.

PO- means provocative operation,

popularized by Edward de Bono.

Plus- Minus – Interesting – is another

technique for generating ideas.

Think-aloud is a very usefultechnique for establishing an initial

model; this verbalizes our thought in

order to demonstrate the needed skill.

Cognitive Apprenticeship – is a

relationship in which an expert

stretches and supports a novice’s

understanding and use of the culture’s

skills.

Scaffolding means peer supportwhich becomes one way of resolving

the gaps in understanding.

Emotional Scaffolds are temporarybut reliable teacher-initiated

interactions that support students’

positive emotional experiences to

achieve a variety of classroom goals

(Schutz & Pekrun 2007).

Some Principles of Effective Learning:

1. Knowing what we know.

2. Knowing between ease and familiarity

of knowledge.

3. Opening sesame to learning.

4. Learning is not always perfect.

5. Processing our experience trough

cognitive structures.

6. Learning is a lifelong process.

7. Developing the attitude of flexibility

about classroom management.

8. Being a lifetime learner.

9. Teaching and learning.

10. Planning for time and space affects the

learning tasks in the classroom.

11. Starting where the students are.

12. There are several factors that influence

learning.

13. Providing a knowledge base about the

aspects of assessment an evaluation.

14. Obtaining the information and

knowledge through the senses.

Vision, mission, and philosophy of the

school.

Goals and objectives of the school.

Standards of instruction.

Characteristics of students.

Planning is nothing more than thinking about

what we want to accomplish. The process of

planning should consider the following

aspects:

Theme or unit.

Time allotment.

Cognition and metacognition.

Special needs.

Assessment techniques.

Cognitive objectives

Performance objectives

Consequence objectives

Affective objectives

Exploratory objectives

Specifying the Learning Objectives:

Criteria:

Content describes the specificsubject matter.

Behavior describes what studentswill do to show that they have

learned.

Components of Learning Objectives:

S is specific

M is Measurable

A is Attainable

R is realistic

T is time-bound

SMART principle where:

S is specific

M is Measurable

A is Attainable

R is realistic

T is time-bound

E is essential

R is result-oriented

SMART principle can be made even

SMARTER where:

Condition deals with all thecircumstances, situations or settings

under which the learners will perform

the desired behavior.

Criterion refers to the level ofacceptable performance. It is also

the standard describing mastery

level of student performance of a

behavior.

Appropriateness of the objectives

to the learning outcomes.

Logical learning outcomes.

Attainability of objectives.

Harmony between the objectives

and the philosophy of the school.

Harmony between objectives and

basic principles of learning.Factors (Readiness, Motivation, Retention, Transfer)

Criteria for Selecting Learning Objectives:

Taxonomy – is a hierarchical model that

describes classification and sequencing

procedures.

Taxonomy of Learning Objectives:

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