Best Ways of Improving Student’s learning and Memory
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages
For this post, you are going to be meta-metacognitive. Go back and look at your posts from Modules 1-3, looking for examples of when you engaged in meta-cognition. How did that process help you learn the concepts more deeply, or how did the process help you see the topic in a new way? So, you’re going to get meta about your metacognition. Give us an example, and then support your thinking with connections to the lecture, readings, etc.
Individual blog posts should be no more than about 500 words.
Best Ways of Improving Student’s learning and Memory
There are many ways in which schools can help students to boost their learning and memory capabilities. One such method is working on visualization skills, which involves encouraging and showing students to create pictures in their minds based on what they have learned. In essence, visualization is one of the best ways for students to memorize things or aspects inform of description. Also, schools’ teachers should embrace the strategy of letting students state what they know about a topic before teaching them on the same. Typically, the ability to explain things will always involve making sense of information as well as making it present in the mentality (Daniel, 2009). In most cases, teachers are recommended to pair students in groups and discuss a particular problem for themselves. This is essential as it helps the teacher to identify students’ understanding level, thereby knowing where to start with the students. Also, since the ability to learn more information is typically difficult, it is significant for teachers to consider chunking information into smaller bites. This enables students to efficiently comprehend the topic and also helps in preventing students from getting bored.
One Thing That was Effectively Taught
One of the things that my teacher taught effectively is graphic drawings. It was easy for me to understand and remember the different concepts used in drawing activities. The learning was much easier to memorize since it involved a lot of visualization, thereby making it more straightforward for my brain to capture and remember (Daniel, 2009). In essence, visualizing things or aspects tend to create good memory than reading and to try to comprehend them from words. As such, I could effectively draw pictures in my mind concerning what I had learned.
One Thing That was Not Effectively Taught
One of the things that I failed to learn during my K-12 experience was history. The subject was not effectively taught, and it contained a lot of information that resulted as a burden to my colleagues and me. Substantially, history is among the studies that included massive content and required intensive readings. The study was tedious, and most students considered it as time-consuming, even though some could sleep. At the end of the lesson, there was nothing I could gather from the studies, and the little I got could vanish from my brain with time. In general, reading intensively was a challenge, and the teacher who taught us did not have adequate skills for guiding us with the study (Daniel, 2009). The enormous content which most students found difficult to comprehend was not broken down into understandable short form.
Future Practice Based on the Stories
Given the two stories, I will consider creating visual pictures into my brain whenever I want to learn something new. It is evident that human’s minds are capable of holding numerous things, but it depends on how they learn them at first. If the method of learning used is bored or not useful to the involved person, it will be hard for the individual to memorize what he or she has been taught in a few days.
Daniel T. Willingham. (2009). Why Don’t Students Like School? A cognitive Scientist Answer Questions about how the Mind Works and what it Means for the Classroom.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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