Documente Academic
Documente Profesional
Documente Cultură
and
Teaching Strategies
for
Cognitive Learning
Table Of Contents
Slide 1 Title Page
Slide 2 Table of Contents
Slide 3 Focus Questions
Slide 4 Statistics
Slides 5-8 Introduction
Slides 9-21 Strategies and Methodologies
Slides 22-23 Summary
Slide 24 Conclusion
Slide 25 References
Questions for Thought
Do you remember classmates in school that
never seemed to complete in class assignments
or do their homework?
Do you remember classmates in school who did
poorly in most of their classes and rarely
participated in extracurricular activities?
How many of those students actually graduated
from high school?
(Ormrod, 2006)
The National Center for
Education Statistics
(Ormrod, 2006)
Teachers Encouraging
At Risk Students
Make the curriculum relevant to student to students’ lives
and needs
Use students’ strengths to promote high self-esteem
Communicate high expectations for students’
performance
Encourage and facilitate school involvement and
extracurricular activities
How can you do this with the students you listed???
(Ormrod, 2006)
Teachers Promote
Self-Determination in
At Risk Students
Strategies:
Present rules and instructions in an informational
rather than controlling manner
Give students opportunities to make choices
(individually or as a group)
Evaluate students’ performance in a non-
controlling manner
Use extrinsic reinforcers selectively
(Ormrod, 2006)
Teachers Promote
Self-Efficacy in
At Risk Students
Strategies:
Teach basic skills
Use effort and achievement rubrics
Assure students they can be successful
Promote mastery or challenging tasks
(Ormrod, 2004)
Teachers Can Motivate
At Risk Students
Intrinsic (internal) motivation has more advantages
than extrinsic (external) motivation.
Intrinsically motivate students by
Creating meaningful lessons
Promoting authentic engagement
Encouraging students’ success
Promoting pleasure and enjoyment
DISCUSS AT YOUR TABLE—HOW DO YOU DO
THIS???
Needs Deficiencies in
At Risk Students
Maslow’s Hierarchy of Needs
Physiological Needs
Safety Needs
Love and Belongingness Needs
Esteem Needs
Need for self-actualization
(Ormrod, 2004)
Teachers Can Satisfy Non-Academic
Needs of At Risk Students
(Ormrod, 2004)
At Risk Students
Need Goals
Goal setting influences motivation
Goals influence choices and consequences that
are reinforcing
Goals effect the extent that students become
cognitively engaged
(Ormrod, 2004)
Benefits of Goal Setting
Goal attainment results in considerable self-
satisfaction, greater self-efficacy, and higher
standards for future performances.
Goals are beneficial only to the extent that they
are accomplishable.
Setting goals is an important part of self-
regulated behavior and learning.
How does goal setting relate to motivation???
When have YOU set a goal and how did it
motivate YOU?
Teachers Can Motivate Goal
Setting in At Risk Students
Communicate high student expectations
Establish routines
Positive feedback
Encourage individual mastery goal setting
Relate failures to controllable external factors or unstable
and controllable internal factors
Relate successes to stable and unstable internal factors
Are these motivators for students???
(Ormrod, 2004)
Teachers Foster Positive
Attributions of At Risk Students
Teachers communicate their attributions for learners’
performances directly through statements and indirectly
through emotional reactions. (I knew you could do it!)
Teachers evaluate students on the basis of mastery and
not one another.
Teachers should encourage students to take on
challenges and risks
Classroom activities should be noncompetitive
List ideas for working with at-risk students academically
in your classroom---try to focus on the students you
listed earlier.
(Ormrod, 2004)
Teachers Promote Learning
in At Risk Students
Teachers must believe that they
themselves have some control over
students’ learning and achievement. By
using instructional strategies that promote
long-term memory storage, by scaffolding
challenging tasks, and promoting HOTS
they can genuinely help students master
school subject matter. Teachers must
believe that all students can learn.
Cognitive Learning Theory
The ability to reason depends on a number of factors.
(Ormrod, 2006)
References
Haberman, Martin. (1995). Star Teachers of Children in Poverty.
Indiana: Kappa Delta Pi Publishers.
Johannessen, Larry. (September/October, 2003). Achieving success
for the “resistant” student. Clearing House, 77(1), p. 6-13.
Johannessen, Larry. (May, 2004). Helping “struggling” students
achieve success. Journal of Adolescent & Adult Literacy,
47(8), p. 638-647.
Marzano, Robert, Pickering, D., Pollock Jane. (2001). Classroom
Instruction That Works. Virginia: McRel.
Ormrod, Jeanne. (2004). Human Learning. New Jersey: Pearson
Education, Inc.
Ormrod, Jeanne. (2006). Educational Psychology Developing
Learners. New Jersey: Pearson Education, Inc.
Secondary School Principals. (1979). Student Learning Styles.
Virginia: National Association of Secondary School Principals
(NASSP).
Schlechty, Phillip C. (2002). Working On The Work: An Action Plan
For Teachers, Principals, and Superintendents. California:
Jossey-Bass Publishers.