2 Summarizing and Note-taking- Discussion/Debate Strategies 3 Reinforcing Effort and Providing Recognition- Student Interests 4 Homework and Practice- Application/Engagement 5 Non-linguistic Representations- Visual/Sensory Methodologies 6 Cooperative Learning- Multiple Perspectives, Diversity 7 Set Objectives and Provide Feedback- Reflection/Assessment 8 Generating and Testing Hypothesis- Critical Thinking Skills 9 Questions, Cues and Advance Organizers- Facilitation/Coaching With regard to Category #1, researchers found Similarities and “Identifying Differences” operations to be basic to human thought (Gentner & Markman, 1994). Category #2, and Note-taking” are two of the most powerful “Summarizing skills students can cultivate. They provide students with tools for identifying and understanding the most important aspects of what they are learning (Marzano, Pickering, Pollock, 2001). Category #3, Effort and Providing Recognition”. Most students “Reinforcing do not recognize the fact that the effort put into a task has a direct effect on their success relative to the task (Seligman, 1994) (Urdan, Midgley, & Anderman, 1998). Category #4, and Practice- Application/Engagement”. There is a “Homework direct relationship between the amount of time spent on homework and student achievement, at the secondary grade levels (Keith, 1982). Skill learning commonly takes on a specific form and requires a fair amount of practice (Anderson, 1995). Category #5, Representations- Visual/Tactile- Sensory “Non-linguistic Methodologies” postulates that knowledge is stored in two forms a linguistic – form and an imagery form. The imagery form is expressed in mental pictures or even physical sensations such as smell, taste, touch, kinesthetic association and sound (Richardson, 1983). Category #6, organizing students into Learning” groups has a “Cooperative powerful effect on learning, regardless of whether groups compete with one another (Marzano, Pickering, Pollock, 2001). Category #7, Objectives and Provide Feedback” provides direction for “Set learning. Mager, (1962) explained that effective instructional objectives contain the following three defining characteristics: performance expectations, conditions for success, and criterion for acceptable performance. Category # 8, and Testing Hypothesis”, by definition, the process “Generating involves the application of knowledge. It is something we do quite naturally in many situations (Koedinger & Tabachneck, 1994). Research has shown the
2 Summarizing and Note-taking- Discussion/Debate Strategies 3 Reinforcing Effort and Providing Recognition- Student Interests 4 Homework and Practice- Application/Engagement 5 Non-linguistic Representations- Visual/Sensory Methodologies 6 Cooperative Learning- Multiple Perspectives, Diversity 7 Set Objectives and Provide Feedback- Reflection/Assessment 8 Generating and Testing Hypothesis- Critical Thinking Skills 9 Questions, Cues and Advance Organizers- Facilitation/Coaching With regard to Category #1, researchers found “Identifying Similarities and Differences” operations to be basic to human thought (Gentner & Markman, 1994). Category #2, “Summarizing and Note-taking” are two of the most powerful skills students can cultivate. They provide students with tools for identifying and understanding the most important aspects of what they are learning (Marzano, Pickering, Pollock, 2001). Category #3, “Reinforcing Effort and Providing Recognition”. Most students do not recognize the fact that the effort put into a task has a direct effect on their success relative to the task (Seligman, 1994) (Urdan, Midgley, & Anderman, 1998). Category #4, “Homework and Practice- Application/Engagement”. There is a direct relationship between the amount of time spent on homework and student achievement, at the secondary grade levels (Keith, 1982). Skill learning commonly takes on a specific form and requires a fair amount of practice (Anderson, 1995). Category #5, “Non-linguistic Representations- Visual/Tactile- Sensory Methodologies” postulates that knowledge is stored in two forms – a linguistic form and an imagery form. The imagery form is expressed in mental pictures or even physical sensations such as smell, taste, touch, kinesthetic association and sound (Richardson, 1983). Category #6, organizing students into “Cooperative Learning” groups has a powerful effect on learning, regardless of whether groups compete with one another (Marzano, Pickering, Pollock, 2001). Category #7, “Set Objectives and Provide Feedback” provides direction for learning. Mager, (1962) explained that effective instructional objectives contain the following three defining characteristics: performance expectations, conditions for success, and criterion for acceptable performance. Category # 8, “Generating and Testing Hypothesis”, by definition, the process involves the application of knowledge. It is something we do quite naturally in many situations (Koedinger & Tabachneck, 1994). Research has shown the
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