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Learning strategies (Domains (cognitive (Low: Knowledge, Comprehension,…
Learning strategies
Domains
Affective
Low: Receiving
Responding
Valuing
Organization and conceptualizing values
High: Internalization
cognitive
Low: Knowledge
Comprehension
Application
Analysis
Synthesis
High: Evaluation
psychomotor
Low: Imitation
Manipulation
Precision
Articulation
High: Naturalization
extremely surface approach
motivation
obtaining qualification
fear failure
strategies
memorizing for assessment
sticking to requirements
minimum effort
discrete focus
not distinguish principles
extremely deep approach
motivation
self-actualisation
interest in the subject
strategies
meaningfully memorizing for later use
relating new ideas to previous knowledge
relating concepts to everyday experience
relating evidence to conclusions
extra time and work beyond course
Learning Model
3P Model
Process
determines the product
deep or surface
Product
Qualitative
Quantitative
Affective
Prasage
teaching context
content
resources provided
teacher caractheristics
teaching method
assessment practice
institutional procedures
cultural and social factors
student characteristics
expectation
ability
motivation
skill
perceived self-efficacy
learning preference
prior knowledge
Pascarela
Student backbround
Prior knowledge
Expectation
Previous experience
Ability
Motivation
Institutional environment
Structural and organizational of institution
Faculty-student ratio
Selectivity
percentage of residential students
Quality of student effort
Interacition with agents of socialization
Peers
Teachers
Community
Alumni
Principles
Chickering and Gamson
Encourages cooperation among students
Lower level
explaining
listing
comparing
demonstrating
Higher level
applying
analyzing
evaluating
creating
Encourages active learning
relate what they learn to their prior knowledge
relate to the reality
apply through case studies
solve real life problem
work on projects
Maintains good contacts with students
not frequency
quality
knowing your students by names
offering regular office hours to meet students
Gives prompt feedback
timely
goal-referenced
actionable
formative
user-friendly
Emphasizes time on task
identifying key concepts
Structure the learning activities and contents
manageable workload
manage their time
time expectations
set goals for their own learning
Communicates high expectations
give a detailed syllabus with assignments
due dates
grading rubrics
Publicly acknowledge excellent student performance
Respects diverse talents and ways of learning
Safe learning environment
speak up when they do not understand