Educ 105 3 & 4

Activity # 1
ACTIVITY # 2
1. The learning of complex subject matter is most effective when it is an intentional process of
constructing meaning from information and experience.
Successful learners are active, goal-oriented, self-regulating, and assume personal responsibility
for contributing to their own learning.Message for Teachers:
Use techniques that aid students in constructing meaning from information, experiences, and
their own thought and beliefs.
2. The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
The strategic nature of learning requires students to be goal directed. Students must generate
and pursue personally relevant goals.Message for Teachers:
Create meaningful student learning goals consistent with their personal and educational
aspirations and interests.
3. The successful learner can link new information with existing knowledge in meaningful ways.
Knowledge widens and deepens as student continue to build links between new information
and experiences and their existing knowledge base. Unless new knowledge become integrated
with the learner’s prior knowledge and understanding, this new knowledge remains isolated,
cannot be used most effectively in new tasks, and does not transfer readily to new
situations.Message for Teachers:
Assist learners in acquiring and integrating knowledge by using such strategies as concept
mapping and thematic organization or categorizing.
4. The successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complex learning goals.
Successful learners use strategic thinking in their approach to learning, reasoning, problem
solving, and concept learning. They understand and can use a variety of strategies to help them
reach learning and performance goals, and to apply their knowledge in novel
situations.Message for Teachers:
Assist learners in developing, applying, and assessing their strategic learning skills.
5. Higher order strategies for selecting and monitoring mental operations facilitate creative and
critical thinking.
Successful learners can reflect on how they think and learn, set reasonable learning or
performance goals. select potentially appropriate learning strategies or methods, and monitor
their progress towards these goals.Message for Teachers:
Use instructional methods that focus on helping learners develop these higher order strategies
to enhance learning and personal responsibility for learning.
6. Learning is influenced by environmental factor, including culture, technology, and

instructional practices.
Learning does not occur in a vacuum. Cultural or group influences on students impact many
educationally relevant variables: motivation, orientation toward learning, and ways of thinking.
Technologies and instructional practices must be appropriate for learners’ level of prior
knowledge, cognitive abilities, and their learning and thinking strategies.Message for Teachers:
Make the classroom environment nurturing to have significant impacts on student learning.
7. What and how much is learned is influenced by the learner’s motivation. Motivation to learn,
in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and
habits of thinking.
Students’ belief about themselves as learners and the nature of learning have a marked
influence on motivation. Positive emotions generally enhance motivation and facilitate learning
and performance. Mid anxiety can also enhance learning and performance by focusing the
learner’s attention on a particular task.Message for Teachers:
Help students avoid intense negative emotions (e.g., anxiety, panic, rage, insecurity) and related
thoughts (e.g., worrying about competence, ruminating about failure, fearing punishment,
ridicule, or stigmatizing labels).
8. The learner’s creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for personal choice and control.
Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners’
intrinsic motivation to learn.Message for Teachers:
Encourage and support learners’ natural curiosity and motivation to learn by attending to
individual differences in learners’ perceptions of optimal novelty and difficulty, relevance, and
personal choice and control.
9. Acquisition of complex knowledge and skills requires extended learner effort and guided
practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely
without coercion.
Acquisition of complex knowledge and skills demands the investment of considerable learner
energy and strategic effort, along with persistence over time.Message for Teachers:
Facilitate motivation by using strategies that enhance learner effort and commitment to learning
and to achieving high standards of comprehension and understanding.
10. As individuals develop, there are different opportunities and constraints for learning. Learning
is most effective when differential development within and across physical, intellectual,
emotional, and social domains is taken into account.
Individuals learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way.Message for Teachers:
Be aware of and understand developmental differences among students with and without
emotional, physical, or intellectual disabilities, to facilitate the creation of optimal learning
contexts.
11. Learning is influenced by social interactions, interpersonal relations, and communication with
others.
Setting that allow for social interactions, and that respect diversity, encourage flexible thinking,
and social competence can enhance learning.Message for Teachers:
Allow for interactive and collaborative instructional contexts to provide individuals an
opportunity for perspective taking and reflective thinking that may lead to higher levels of
cognitive, social and moral development, as well as self-esteem.
12. Learners have different strategies, approaches, and capabilities for learning that are a function
of prior experience and heredity.
Individuals are born with and develop their own capabilities and talents.Message for Teachers:
Help student examine their learning preferences and expand or modify them, if necessary.
13. Learning is most effective when differences in learners’ linguistic, cultural, and social
backgrounds are taken into account.
Language, ethnicity, race, beliefs, and socioeconomic status all influence learning.Message for
Teachers:
Paying careful attention to these factors in the instructional setting enhances the possibilities for
designing and implementing appropriate learning environments.
14. Setting appropriately high and challenging standards and assessing the learner as well as
learning progress – including diagnostic, process, and outcome assessment – are integral parts
of the learning process.
Ongoing assessment of the learner’s understanding of curricular material can provide valuable
feedback to both learners and teachers about progress towards the learning goals.Message for
Teachers:
Use of varied types of assessment will provide a clearer picture of student learning.

Educ 105 3 & 4

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Activity # 1

6. Learning is influenced by environmental factor, including culture, technology, and

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