Transitioning learning strategies research into practice

McCombs, Barbara L.

doi:10.1007/bf02905450

Cited by 12 publications

(3 citation statements)

References 7 publications

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“…This can take the form of anything from a 2-hour workshop on a particular strategy to a semester-long course teaching strategies from each of the eight categories. Dansereau (1985, in press), McCombs (1981McCombs ( , 1982aMcCombs ( , 1982b, and Weinstein (Weinstein, Butterfield, Schmidt, & Poythress, 1983;Weinstein & Underwood, 1985) have all focused on creating adjunct programs for postsecondary students in job or college settings.…”

Section: Approaches To Learning Strategies Trainingmentioning

confidence: 97%

Assessment and Training of Student Learning Strategies

Weinstein

1988

Learning Strategies and Learning Styles

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Section: Approaches To Learning Strategies Trainingmentioning

confidence: 97%

Assessment and Training of Student Learning Strategies

Weinstein

1988

Learning Strategies and Learning Styles

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“…Two additional programs that can retrain students not to attribute success to luck, task difficulty, or ability are by de Charms (1972) andMcCombs (1982). Suggestions for help with this problem are also available in the form of activity books that structure positive, successful games and activities (Canfield & Wells, 1976).…”

Section: Internal Locus Of Controlmentioning

confidence: 99%

Learning Strategies Can Help

Scott¹

1988

TEACHING Exceptional Children

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“…Learning strategies and metacognitive processes are being taught to students to increase their learning (C. E. Weinstein, 1982), their attention (Douglas, Parry, Martin, and Garson, 1976), their motivation (de Charms, 1972;McCombs, 1982), their comprehension (Wittrock, 1974(Wittrock, , 1984, and even their thinking skills (Feuerstein, 1980). All these researchers have also prepared and used instructional materials in the classroom that have produced positive effects upon achievement through teaching students learning strategies or metacognitive processes.…”

Section: Learning Strategies and Metacognitive Processesmentioning

confidence: 99%

Teaching and Student Thinking

Wittrock¹

1987

Journal of Teacher Education

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In this article, Wittrock describes the varied research relating to student cognition and teacher behavior. Specifically, the author outlines how teachers influence studentthinking, which, in turn, influences student achievement. With a cognitive approach, the students' knowledge, beliefs, and attitudes are at the center of any attempt to explain achievement. Research relating to motivation, attention, comprehension and metacognition is discussed by the author. Implications for teachers and teacher educators are explicated.ince ancient times, when Plato taught his students with questions and dialogue, and Aristotle developed with questions and dialogue, and Aristotle developed his model of imagery and associations as the basis of learning and memory, teachers and researchers have tried to explain how students learn from teaching. To understand teaching and its effects upon learning, researchers have developed and used different ways to relate teaching to student achievement.One popular way to try to explain the effects of teaching upon student achievement is to relate the characteristics of teaching directly to student achievement. According to this procedure, we would study, for example, how the length of the instruction, or the number of periods of instruction in the school day, influences achievement of students. Or we would study how many rewards it takes to accomplish the learning of a fact, concept, or principle. From this approach to research on teaching have come important findings about teaching and its effects upon learning.In the last 25 years, an ancient but newly revived alternative way to study teaching has dominated research. This alternative way is to study how teaching influences student thinking, which, in turn, influences achievement. For example, using this approach, we would study how rewards influence student thoughts about their meaning. We would then study how these student-generated meanings influence achievement. With this &dquo;cognitive&dquo; approach, we put the students, their knowledge, beliefs, and attitudes, at the center of our attempts to explain achievement. What the students do with the information presented by the teacher what sense they make of it, how they relate it to what they know and believeinfluences achievement.This cognitive approach to teaching revises some of our fundamental concepts about teaching and its effects upon learning. This paper briefly summarizes some of these findings and their contributions to knowledge about teaching. It is not intended to provide an adequate basis on which to base classroom teaching. Instead, it is intended to interest readers and encourage them to read and learn in detail about useful concepts growing out of recent research on cognition in teaching.

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Transitioning learning strategies research into practice

Cited by 12 publications

References 7 publications

Assessment and Training of Student Learning Strategies

Assessment and Training of Student Learning Strategies

Learning Strategies Can Help

Teaching and Student Thinking

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