http://disability.illinois.edu/instructor-information/disability-specific-instructional-strategies/learning-disabilities
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I found this report a while back and found it useful for some of the courses I teach. It helps to show how instructors can change the students’ outcomes by applying incremental changes.
A key message throughout the study was the importance of practice to learning financial accounting. Approaches that were found to encourage students to practice problems continually (whether in-class, in tutorials or on their own time) varied by context, but were those that were ultimately associated with higher levels of engagement. The most important result in the study data is the high values of student approaches to learning in these courses. Consistent demonstration followed by application and repeated practice was found to be associated with higher levels of student engagement and a tendency toward a meaning and/or achieving orientation. Reference: Bloemhof, B., & Christensen Hughes, J. (2013). Active Learning Strategies in Introductory Financial Accounting Classes. Toronto: Higher Education Quality Council of Ontario. There are said to be five categories of instructional strategies used by instructors to create learning environments and to specify the nature of the activity in which the instructor and learner will be involved during the lesson.
"The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time.” Saskatchewan Education, 2001. Retrieved from September 7, 2014 Classroom Curriculum Connections: A Teacher's Handbook for Personal-Professional Growth (p. 30). |