Matching students' cognitive responses to teaching skills.

Winne, Philip H.; Marx, Ronald W.

doi:10.1037/0022-0663.72.2.257

Cited by 42 publications

(18 citation statements)

References 22 publications

(19 reference statements)

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“…To date, the correspondence between how the theorist says learners use instructional stimuli and how learners actually use these stimuli in learning from instruction has been left largely to chance. This correspondence must be validated before the theorist can use cognitive events as explanatory mechanisms in theories of instruction (Cook and Campbell, 1979;Winne, 1982; see also Winne and Marx, 1980). This study confirmed that at least two common instructional stimuli can be operationalized by training students to use theoretically relevant processes.…”

Section: Discussionsupporting

confidence: 53%

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Training students to process text with adjunct aids

Winne

1983

Instr Sci

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Hypotheses about how readers learn from text augmented by objectives or by adjunct postquestions were operationalized by training students to use specific processes while reading. Achievement on a one-passage and on a four-passage curriculum was analyzed using regression analyses to identify treatment effects and aptitude-treatment interactions. Training students to use theoretically appropriate processes associated with objectives or adjunct postquestions generally reduced aptitude-treatment interaction effects, but it did not yield the expected increments in learning compared to placebo groups. Discussion centers on a pointer effect prompted by objectives and postquestions that relates to aptitude. The methodological difficulties and theoretical advantages of operationalizing students' cognitive responses to instructional stimuli by training are also described.

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Section: Discussionsupporting

confidence: 53%

“…In a university lecture situation, Winne and Marx (1980) found that students could be taught to use specific lecturer behaviors as signals for processing content in specific ways. Undergraduates also could be taught what these processes were and how to use them.…”

Section: Introductionmentioning

confidence: 99%

Training students to process text with adjunct aids

Winne

1983

Instr Sci

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“…To signal transitions, the teacher should announce the information just finished, relate the information to the objective or give an example of the information, signal a change in topic, and then introduce the next topic, i.e., "Now that we have finished discussing the three causes of .... now let's look at how each cause..." (Gage and Berliner, 1988;Winne and Marx, 1980).…”

Section: Signal Transitions Between Informationmentioning

confidence: 99%

Instructional behaviors for clearer presentations in the classroom

Chilcoat

1989

Instr Sci

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Teachers spend a considerable amount of classroom time talking to students. Much of this talk revolves around expository presentations of information. Teachers claim the reason for the quantity of teacher talk is to clarify instruction to students. However, discrepancies can exist between what teachers assume are the benefits of their talk and how students learn from such talk. To match students' abilities to learn, teachers must produce clearer instructional presentations. This article proposes the importance of structure in developing sound teacher expository presentations. Nine instructional behaviors based on correlational and experimental research during the past two decades are presented in the form of teacher guidelines to maximise precision and structure in teacher talk in order to facilitate student achievement.

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“…Such knowledge provides the skills and strategies for students' own learning, and also provides the basis for their future intentions, plans and actions as teachers, with a view to enhancing their prospective students' learning (Kerr, 1981). However, students' capacities to be self-regulated learners will be limited if their knowledge about what helps them to learn is impoverished (Kiewra, 2002;Nuthall, 1997;Winne, 1987;Winne & Marx, 1980), is restricted to declarative knowledge without elaborations to procedural and conditional knowledge (Anderson, 2005), or lacks incorporation into higher level, explicitly available, concepts (Chi & Roscoe, 2002) and mental models of teaching and learning (Karmiloff-Smith, 1992).…”

Section: Introductionmentioning

confidence: 99%

“…This led Elen and Lowyck to make a distinction between 'learning' (usually at home) and 'studying' (during lectures): the latter orientation causing students to "become reactive and … accomplish instructional goals as efficiently as possible" (Elen & Lowyck, 2000 p. 438). Similarly, Winne and Marx (1980) found that students attending lectures were not necessarily intending to learn on the spot, but rather, were simply attempting to gather as much information as possible with the intention of engaging in learning at a later time. Thus, there is a need not only for explicit instruction in the nature and value of cognitive organisational and elaborative strategies for learning, but also to alert students to the potential contexts of use of those strategies, such as in lectures, tutorials and workshops.…”

mentioning

confidence: 99%

“What happens in my university classes that helps me to learn?” Teacher Education Students’ Instructional Metacognitive Knowledge

Askell–Williams

Lawson

Murray‐Harvey

2007

ij-sotl

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Teacher education students' instructional metacognitive knowledge needs to be well developed to promote both their own learning and their prospective students' learning. In this study, we asked teacher education students to provide answers to the question "What happens in my university classes that helps me to learn?" Students identified issues such as supportive classroom environments, teachers' professional and personal qualities, practical activities, reflection, and discussions. Cognitive organisation strategies were not well represented. Cluster analysis and multidimensional scaling of students' responses identified a perceptual separation between teachers' and students' roles, suggesting that participants' sense of personal agency, shared responsibility for learning, and involvement in a learning community, were not developed in directions suggested by contemporary educational theory. Implications for teaching-learning interactions that have the potential to develop students' instructional metacognitive knowledge are discussed.

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Matching students' cognitive responses to teaching skills.

Cited by 42 publications

References 22 publications

Training students to process text with adjunct aids

Training students to process text with adjunct aids

Instructional behaviors for clearer presentations in the classroom

“What happens in my university classes that helps me to learn?” Teacher Education Students’ Instructional Metacognitive Knowledge

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