Generating timely individualized feedback to support student learning of conceptual knowledge in Writing-To-Learn activities

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

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Generating timely individualized feedback to support student learning of conceptual knowledge in Writing-To-Learn activities

Cited by 2 publications

References 48 publications

An AI-enabled feedback-feedforward approach to promoting online collaborative learning

An AI-enabled feedback-feedforward approach to promoting online collaborative learning

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

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