Engaging Teens in Their Own Learning

Vermette, Paul J.

doi:10.4324/9781315855158

Cited by 6 publications

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“…Miss Alexander's questions all seek to make students think for themselves, connect pieces that they are struggling to make sense of and to re-focus their efforts. One other point, worth sharing, is that all tasks and learning activities are really "questions" at their core because they seek to get students to negotiate their own meanings (Vermette, 2009). If you re-examine this lesson, you will find an enormous number of thought-provoking questions AND tasks.…”

Section: Breaking Down This Lesson According To the Abc'smentioning

confidence: 99%

Analyzing a Piece of Teaching Through the Lens of The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work and When To Use Them

Alexander¹,

Vermette²

2019

Excelsior: Leadership in Teaching and Learning

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For the continuing development of quality instructional practices, educators must have access to the findings of research and be in a position to explore applications of those findings. We think we may have found such a resource: A 2016 book titled The ABCs of How We Learn: 26 Scientifically proven approaches, how they work, and when to use them by Schwartz, Tsang, and Blair is a concise, insightful, and applicable set of 26 short articles that explain key learning factors, provide examples, and identify the supporting scholarship. In this article, a first-year middle school science teacher and a veteran teacher educator offer teacher educators and professional developers an overview of the 26 factors as they work in a middle school science classroom and an example of how to effectively utilize this text in teacher education programs via vignette creations and analyses.

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Section: Breaking Down This Lesson According To the Abc'smentioning

confidence: 99%

Analyzing a Piece of Teaching Through the Lens of The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work and When To Use Them

Alexander¹,

Vermette²

2019

Excelsior: Leadership in Teaching and Learning

Self Cite

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“…There are not too many teenagers; however, the seminar was well attended; practically all the teenagers of the church participated. It is my observation that this success was due to four factors that have also been the result of other studies (Beamon, 2001;Vermette, 2009): First, I gained the trust of the teenagers and this helped in acceptance of the invitation. The relationship of the teacher with the student is important to the outcome (Beamon, 2001).…”

Section: Attendancementioning

confidence: 62%

“…White (1903) agreed with this intellectual dimension when she said, "It is the work of true education to develop this power, to train the youth to be thinkers, and not mere reflectors of other men's thought" (p. 17). This is what Vermette (2009) called "negotiate their own meanings" (p. 32), in which teens establish what they know and spend time finding and evaluating evidence for their beliefs; thus they develop critical thinking.…”

Section: Intellectual Dimensionmentioning

confidence: 99%

“…When adolescents feel personally valued and accepted, a sense of community is promoted. Teaching emphasis should be on cooperation, inclusiveness, and group contribution (Vermette, 2009).…”

Section: Social Dimensionmentioning

confidence: 99%

“…Second was the fact that most of the teenagers had a group of friends there. Peer interaction is conducive to adolescent learning (Vermette, 2009;Strong, Silver, & Robinson, 1995). Third, the reward ("paycheck") was attractive to them.…”

Section: Attendancementioning

confidence: 99%

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Equipping Teenagers of the Glendale Spanish Seventh-day Adventist Church to Manage Their Finances Effectively

Heras¹

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A young person who has undergone puberty but who has not reached full maturity; a teenager 13-19 years of age. Tithing. An act of trust in which whenever someone receives money, or an increase, 10% is returned to God first. Budget. An estimate, often itemized, of expected income and expense for a given period in the future. A budget is basically planning what to do with money we still do not have, so that, when we have it, we will know exactly what to do with it. Greed. The desire for material wealth or gain, ignoring the realm of the spiritual. It is also called avarice or covetousness. Pleonexia. The insatiable desire to have what rightfully belongs to others. Hoarding. The accumulation of money for preservation, future use, etc., in a hidden or carefully guarded place. Simple interest. Interest paid only on the original amount of money invested, and not on the interest it has already earned. Compound interest. Interest earned not only on the original amount of money invested, but also on all interests earned previously. Likert-type scale. A scale with a range of several points that is used to allow the individual to express how much s/he agrees or disagrees with a particular statement. Affluenza. The constant need for more and bigger and better stuff. Credit-itis. The opportunity to buy now and pay later; it feeds on the desire for instant gratification. Contentment. The state of mind of being happy with what one has. Delayed gratification. The ability to resist the temptation for an immediate reward and wait for a later reward, usually a larger or a more enduring reward. Standard Deviation (SD). The amount of variation or dispersion from average. p value. The probability that the difference found is explained by pure chance. The smaller the p value, the less likely it is that the result we get is simply the result of chance. A p value of 0.05 is usually deemed statistically significant. American College Test (APC). The college admissions and placement test taken by more than 1.6 million high school graduates every year.

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Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

Cooper¹,

Kintz

Miness

2016

American Journal of Education

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Engaging Teens in Their Own Learning

Cited by 6 publications

References 0 publications

Analyzing a Piece of Teaching Through the Lens of The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work and When To Use Them

Analyzing a Piece of Teaching Through the Lens of The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work and When To Use Them

Equipping Teenagers of the Glendale Spanish Seventh-day Adventist Church to Manage Their Finances Effectively

Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

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