Literature Review Introduction Early childhood classrooms are a place for young children to learn, grow, build friendships and have fun.
However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode.
Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures.
We provide below a survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures. We are not advocating complete abandonment of lecturing, as both of us still lecture about half of the class period.
The lecture is a very efficient way to present information but use of the lecture as the only mode of instruction presents problems for both the instructor and the students.
There is a large amount of research attesting to the benefits of active learning. The term "cooperative learning" covers the subset of active learning activities which students do as groups of three or more, rather than alone or in pairs; generally, cooperative learning techniques employ more formally structured groups of students assigned complex tasks, such as multiple-step exercises, research projects, or presentations.
Literature review educational games learning is to be distinguished from another now well-defined term of art, "collaborative learning", which refers to those classroom strategies which have the instructor and the students placed on an equal footing working together in, for example, designing assignments, choosing texts, and presenting material to the class.
Clearly, collaborative learning is a more radical departure from tradition than merely utilizing techniques aimed at enhancing student retention of material presented by the instructor; we will limit our examples to the "less radical" active and cooperative learning techniques.
These exercises are particularly useful in providing the instructor with feedback concerning student understanding and retention of material. Some numbers 3 and 4, in particular are especially designed to encourage students' exploration of their own attitudes and values.
Many especially numbers 4 - 6 are designed to increase retention of material presented in lectures and texts. The "One Minute Paper" - This is a highly effective technique for checking student progress, both in understanding the material and in reacting to course material.
Ask students to take out a blank sheet of paper, pose a question either specific or open-endedand give them one or perhaps two - but not many more minute s to respond.
Some sample questions include: Muddiest or Clearest Point - This is a variation on the one-minute paper, though you may wish to give students a slightly longer time period to answer the question. Here you ask at the end of a class period, or at a natural break in the presentation"What was the "muddiest point" in today's lecture?
Affective Response - Again, this is similar to the above exercises, but here you are asking students to report their reactions to some facet of the course material - i. However, it can be quite a useful starting point for courses such as applied ethics, particularly as a precursor to theoretical analysis.
For example, you might ask students what they think of Dr. Jack Kevorkian's activities, before presenting what various moral theorists would make of them. By having several views "on the table" before theory is presented, you can help students to see the material in context and to explore their own beliefs.
It is also a good way to begin a discussion of evolutionary theory or any other scientific area where the general public often has views contrary to current scientific thinking, such as paper vs.
Daily Journal - This combines the advantages of the above three techniques, and allows for more in-depth discussion of or reaction to course material.
You may set aside class time for students to complete their journal entries, or assign this as homework. The only disadvantage to this approach is that the feedback will not be as "instant" as with the one-minute paper and other assignments which you collect the day of the relevant lecture.
But with this approach particularly if entries are assigned for homeworkyou may ask more complex questions, such as, "Do you think that determinism is correct, or that humans have free will?LITERATURE REVIEW: EFFECTIVENESS OF GAMING IN THE CLASSROOM 11 Introduction The idea of using games to engage students in the process of active learning is not new.
The dominant view conceives game-based learning as a learning approach driven by game technologies (e.g., Gee, ; Prensky, ).
It asks how games, such as a commercial off-the-shelf game, can help young people learn. Play these free reading games online from our learning program. Alphabet, phonics, sight words, reading comprehension, and more! this reading review activity 1st grade. Reading & writing. Game. Monster Shout: Reading not to mention foster a passion for literature that can last a lifetime.
But that doesn't mean the road to reading. Enhance reading and language arts skills with our extensive collection of reading comprehension, vocabulary, writing process, phonics, grammar, and spelling lessons, printables, and resources. Within this programme of work, this education literature review aims to identify neuroscience-informed educational interventions and approaches that: are likely, according to current findings, to have a positive impact on attainment and are therefore.
7 Review Games that Won’t Waste Your Time. Subscribe to the Teach 4 the Heart Podcast. And while I love a good review game as much as the next person, 5 New Educational Games to Try in Your Classroom.
Top 10 Blog Posts for Teachers. Linda Kardamis.