Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.

Language: English

Published: Cincinnati, Ohio, 2003

Abstract/Notes: New research demonstrates different learning strategies taught to children at school affects error-monitoring by the brain.

Language: English

Published: Sep 4, 2020

Abstract/Notes: In this study, based on the theory of multiple intelligences in early childhood education teaching and learning strategies in the process of being made, and portfolio assessment to be introduced for the purpose of real-placed. To this end, pre-schoolers in Nuri class at Sarang Day Care Center were chosen for applying multiple intelligences theory to the project approach, were studied in a qualitative single case study. The research data was collected by analyzing the project-based education curriculum of Nuri class and interpreting the implementation of an early childhood program that applies multiple intelligences theory. The Nuri class program focused on practical knowledge emphasized in multiple intelligences theory on productive themes: Beans, Experience What it's like to be a Designer, Money, Save the Earth and Occupations. The preschoolers engaged in meaningful learning and creative experiences. Through a project that adopted a strategy based on multiple intelligences theory, they were able to develop multiple intelligences while having their differences and distinctions recognized. More than anything, the portfolio assessment process from a multi-dimensional perspective, which incorporates the children and parents, helped to build multiple intelligences to expand the children's reasoning and learning. / 본 연구는 다중지능이론에 기초한 유아교육과정에서 이루어지고 있는 교수학습 전략과 포트폴리오 평가에 대한 실제를 소개하고자 하는데 목적을 두고 있다. 이를 위해 프로젝트 접근법에 다중지능이론을 적용하는 사랑어린이집을 선정하여 질적 단일 사례연구의 구조 하에서 체계적인자료 수집과 분석을 하였다. 이에 대한 결과는 누리반의 유아교육프로그램은 지능의 실제성을 두는 다중지능이론에서 강조되는 ‘실천적 지식’에 초점을 맞추어 일상생활에서 밀접하고 생산적인 ‘콩, 디자이너 되어보기, 돈, 지구를 살려라, 직업’ 주제를 선정하였고 유아들은 실생활에 적용되는 의미 있는 학습과 창의적 경험을 하였다. 다중지능이론에 기초한 도입전략을 활용한 프로젝트 활동으로 유아들은 다름과 차이를 인정받으면서 다중지능을 발달시켜 나갔다. 무엇보다도 유아, 부모를 포함하는 다차원적 관점에서의 과정폴리오 평가 과정을 통해 다중지능을 강화하여 유아의 사고와 학습의 확장을 살필 수 있었다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this study was to examine the effects of young children's team centered problem-based learning strategies(team centered PBL) on the self-efficacy and academic interests in young children's mathematics. For these purposes, the data were collected by questionnaire from 27 young children living in S-city. They were respectively assigned to experimental group and comparative group. The experimental group was trained four weeks with the 12th sessions through the team centered PBL. Before administrating the experimental procedure, both groups took the pretest for measuring their self-efficacy and academic interests. After the experimental sessions, they also took the posttests to measure both of them. The major results of this study were as follows: First, the experimental group trained through the team centered PBL strategies has got higher scores on the self-efficacy questionnaire than the comparative group. Second, the former which got higher scores on the self-efficacy also gained more scores on academic interests test than the latter. In light of these results, it suggests that young children's self-efficacy in the kindergarten could be acquired through team centered PBL strategies. / 본 연구의 목적은 유아 수학에 대한 모둠별 문제중심 학습전략이 유아의 자기효능감과 학습흥미에 어떤 영향을 미치는지를 밝혀내는 것이다. 이를 수행하기 위해 경기도 S시 소재의 H유치원만 5세반 실험집단 14명에게 4주 동안 총 12차시에 걸쳐 유아 수학 관련 모둠별 문제중심 학습전략을 실시하였다. 모둠별 문제중심 학습전략이 종료된 후에 유아 수학 관련 자기효능감검사와 학습흥미검사의 결과를 비교집단 13명의 결과와 비교 분석하였다. 본 연구에서 밝혀진 주요 결과로는 첫째, 모둠별 문제중심 학습전략을 받은 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 자기효능감 점수가 유의미하게 높았다. 둘째, 모둠별 문제중심 학습전략으로 자기효능감이 높아진 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 학습흥미에서도 유의미하게 높았다. 이 같은 연구결과는 수업시간에 유아들에게 수학 관련 모둠별 문제중심 학습전략이 제공될 경우, 유아들의 수학 관련 자기효능감과 학습흥미가 향상될 수 있음을 의미한다. 따라서 유아들의 수학 관련 자기효능감과 학습흥미 향상을 위해 모둠별 문제중심 학습전략을 적용해 볼 필요성이 있을 것이다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Pelaksanaan pembelajaran pada era ini mengalami berbagai perubahan dinamis. Perubahan-perubahan ini merupakan bagian dari tantangan zaman yang semakin beragam, baik bentuk maupun kecepatannya. Guru memiliki peranan penting yang dituntut untuk mampu melaksanakan pembelajaran dengan adaptif, kreatif, inovatif, dan mengedepankan kebutuhan setiap peserta didik. Tujuan penelitian ini adalah untuk mengungkap prinsip-prinsip pembelajaran yang dapat dilakukan guru dalam menghadapi pembelajaran di era berdiferensiasi. Metode penelitian yang digunakan pada penelitian ini adalah studi literatur yang menggunakan berbagai sumber rujukan baik buku referensi, artikel ilmiah nasional maupun internasional. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi pada era ini dapat dilaksanakan oleh guru pada umumnya dan guru bahasa secara khusus dengan menerapkan prinsip-prinsip pembelajaran Montessori. Pembelajaran dengan prinsip Montessori menekankan pendidikan holistik, mengutamakan kebebasan terarah, menghormati perbedaan potensi diri, dan berpusat pada pemelajar.

Language: Indonesian

Published: Bandung, Indonesia: Universitas Pendidikan Indonesia, 2022

Pages: 459-464

Abstract/Notes: The present research work entitled “English Language Teaching Learning Strategies in Montessori Schools” is an effort to find out the teaching strategies applied in Montessori Schools of Lalitpur District. The purpose of this research is to figure how the principles of the Montessori education have been applied in the schools of Lalitpur district. This research is projected to diagnose the English language teaching strategies prevailing in Montessori schools. The main tools that the researcher used are questionnaires for teachers and classroom observation forms while observing class and structured interview with the Principals. Thirty one different questions were set up to fill up by two different teachers from each school. The researcher herself observed the classroom of teachers of different school. On the basis of the collected data, early childhood English teaching learning strategies of Montessori schools was determined using simple chart table. The main findings of the study are: teaching learning strategies of Montessori Method can give better result in spite of the traditional approach. Montessori schools are playing a vital role for early childhood education and in the pre-primary section by following the Montessori Method. The study consists of four chapters. Chapter one deals with general background of the research study, the aim of the research, review of related literature, objectives of the study and significance of the study. Chapter two deals with methodology which includes sources of data, sampling population and procedure, tools for data collection, process of data collection and limitations of the study. Chapter three includes analysis and interpretation of the data. The data were analyzed on the basis of variables that were specified in the objectives. Chapter four consists of the major findings and recommendations of the study. It also suggests some pedagogical implications.

Language: English

Published: Kirtipur, Nepal, 2007

Abstract/Notes: Multiage classrooms are an increasingly popular way to restructure schools. To be successful, multiage classrooms must shift their focus from teaching curriculum to teaching children. Strategies recommended for making multiage teaching successful include a process approach to learning, facilitation by the teacher, an integrated curriculum, appropriate learning environments, cross-age learning, flexible groupings, and portfolio assessment. (TM)

Language: English

DOI: 10.1080/00094056.1995.10522590

ISSN: 0009-4056, 2162-0725

Abstract/Notes: The purpose of this study was to investigate what effect an alternative assessment strategy would have on students’ engagement, motivation, and overall learning in an urban, private Montessori middle school program located in the Midwest. Two teachers and 13 students participated in two phases (one social studies and one science unit) over the course of six weeks. Teacher-assigned grades on class and homework were removed and replaced with student-determined final grades based on self-assessment using collaboratively created rubrics and individual portfolios. Students kept daily learning logs and completed a pre- and post-unit survey designed to measure their level of engagement, motivation, and learning preferences. The researcher kept daily observational notes as well as tallies of behavioral markers for engagement and disengagement. Students were also invited to give open-ended feedback about their experience at the end of the intervention. The results showed that while the alternative assessment model did not have a direct impact on students’ daily engagement or intrinsic motivation, it did increase students’ understanding of how their work correlated to a final grade in the unit, and it created opportunities for students to make connections to their learning and thus more actively plan their future work. Additionally, a direct correlation appeared between the level of student activity and student engagement in classes, indicating the importance of reducing passivity as much as possible in the daily learning process.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: With the turmoil and conflict that has been present in recent times, it is imperative that new methods of teaching are explored in order to produce emotionally secure and connected individuals. Social-emotional learning and whole learner education has emerged as a strategy to ensure that students are actively engaged in learning, the school, and their community. It teaches them tactics that allow them to better manage their emotions, maintain positive relationships, and make responsible decisions. It is imperative that the whole learner is supported and encouraged to ensure proper mental health, academic achievement, and social responsibility of current and future generations. 'Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education' is a critical research publication that supports teachers who wish to utilize these teaching theories to meet their students’ needs academically, socially, and emotionally and to ensure that they become lifelong learners. Highlighting topics such as adult learners, professional development, and culturally responsive education, this book is ideal for teachers, guidance counselors, researchers, academicians, and students who want to improve their understanding of learners and their social-emotional growth at various stages of learning, to find strategies that will assist in the development of any learner, and to find strategic models that promote lifelong learning.

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2021

ISBN: 978-1-79984-906-3

Abstract/Notes: This guide provides conceptual as well as practical information for meeting the needs of all learners in heterogeneous classrooms. The first six sections discuss the growing heterogeneity in today's classrooms, the rationale for differentiated teaching and learning, the changing roles of teachers and students, the importance of creating classroom communities that nurture diversity, helpful ideas for organizing a classroom in which differentiated teaching and learning is practiced, and a step-by-step process for differentiation. The seventh section provides many examples of how to differentiate teaching and learning in four areas: (1) what students learn; (2) how students learn; (3) how students integrate and demonstrate what they have learned; and (4) how students and teachers utilize assessment throughout the learning process. Sections 8 and 9 include an in-depth look at actual classrooms through case studies. The first case study describes how two multi-age elementary classrooms

Language: English

Published: Minneapolis, Minnesota, 1997