EFF Research Principle [electronic resource] : A Purposeful and Transparent Approach to Teaching and Learning. EFF Research to Practice Note / Marilyn K. Gillespie.
A growing body of research supports a purposeful and transparent approach to learning. Within the field of cognitive science, learning is defined as a purposeful, goal-directed activity. An ongoing goal-setting process is integral to effective learning. Purposeful and transparent learning builds on...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2002.
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MARC
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| 100 | 1 | |a Gillespie, Marilyn K. | |
| 245 | 1 | 0 | |a EFF Research Principle |h [electronic resource] : |b A Purposeful and Transparent Approach to Teaching and Learning. EFF Research to Practice Note / |c Marilyn K. Gillespie. |
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| 520 | |a A growing body of research supports a purposeful and transparent approach to learning. Within the field of cognitive science, learning is defined as a purposeful, goal-directed activity. An ongoing goal-setting process is integral to effective learning. Purposeful and transparent learning builds on learners' prior knowledge and experiences to construct new knowledge. Once learners' goals have been established, they begin a process of self-assessment. Purposeful and transparent learning means that learners monitor and assess their own progress. Metacognitive strategies help them to be mindful of what is being learned and what good performance looks like. The second half of this report presents three examples of program practices that support purposeful teaching and learning and that reflect the theoretical foundations of Equipped for the Future (EFF) . The examples illustrate how students use the EFF Framework to clarify their purposes for learning and identify strengths and gaps in the skills and knowledge necessary to achieve their purposes and goals; how teachers use the EFF Framework to structure a goal-setting/needs assessment dialogue with students; and how teachers use EFF as a common language to discuss how their instructional practice supports attainment of student goals and purposes. A glossary and list of 21 references are appended. (YLB) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 521 | 8 | |a Teachers. |b ericd. | |
| 650 | 0 | 7 | |a Adult Education. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Ability. |2 ericd. |
| 650 | 1 | 7 | |a Constructivism (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 1 | 7 | |a Goal Orientation. |2 ericd. |
| 650 | 1 | 7 | |a Intentional Learning. |2 ericd. |
| 650 | 0 | 7 | |a Learning Processes. |2 ericd. |
| 650 | 0 | 7 | |a Learning Strategies. |2 ericd. |
| 650 | 1 | 7 | |a Metacognition. |2 ericd. |
| 650 | 1 | 7 | |a Prior Learning. |2 ericd. |
| 650 | 0 | 7 | |a Research and Development. |2 ericd. |
| 650 | 0 | 7 | |a Research Utilization. |2 ericd. |
| 650 | 0 | 7 | |a Self Evaluation (Individuals) |2 ericd. |
| 650 | 1 | 7 | |a Theory Practice Relationship. |2 ericd. |
| 710 | 2 | |a National Institute for Literacy (U.S.) |0 http://id.loc.gov/authorities/names/no92013200 |1 http://isni.org/isni/0000000122075415. | |
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