Turning Reluctant Learners into Inspired Learners

Sanacore, Joseph

doi:10.3200/tchs.82.1.40-44

Cited by 39 publications

(29 citation statements)

References 8 publications

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“…According to Noddings (1992;2005), Sanacore (2008), and Stronge (2007), effective teachers are caring people who listen, understand, and know their students. They are fair and respectful in their dealings with children and promote the type of enthusiasm that motivates learning.…”

Section: Initiation Of a Collaborative In-service Approachmentioning

confidence: 98%

University/School District Collaboration Changes a Kindergarten Program

Kramer-Vida

Levitt

Kelly³

2012

Kappa Delta Pi Record

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Section: Initiation Of a Collaborative In-service Approachmentioning

confidence: 98%

University/School District Collaboration Changes a Kindergarten Program

Kramer-Vida

Levitt

Kelly³

2012

Kappa Delta Pi Record

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“…They are usually disengaged with school and they do not easily get involved in learning activities; they often end up leaving school without any formal qualification. Since Mathematics is considered one of the hardest disciplines, developing negative aptitudes towards it is rather more common than other subjects [25]. The use of digital learning environments, in particular for formative assessment, is generally considered successful to engage reluctant learners in Mathematics.…”

Section: Reluctant Learners and Reluctant Usersmentioning

confidence: 99%

Advantages of Using Automatic Formative Assessment for Learning Mathematics

Barana

Marchisio

Sacchet

2019

Technology Enhanced Assessment

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Automatic Assessment Systems empowered by mathematical engines allow the development of online assignments for Mathematics, which goes beyond multiple-choice modality. Automatically assessed assignments, used with formative purposes, can support teaching and learning from several perspectives, such as conceptual and procedural understanding, metacognition, enactment of adaptive strategies, and teachers' management of the class. This paper reports on an experimentation where automatic assessment has been used in a blended modality according to a model of formative assessment and interactive feedback to enhance learning. The experiment involved a total number of 546 students of 8th grade in the town of Turin (Italy). The use of the automatic assessment is shown and exemplified. Data from learning tests, questionnaire and platform usage are analyzed and used to show the effectiveness of the interactive materials for enhancing mathematical understanding and self-assessment skills. Moreover, a profile of the students who did not use the online opportunities, defined as "reluctant users", is drawn and discussed.

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“…Meaningful learning means that we give a chance for students to learn something that has something to do with their life and prepare them to face 21st-century skills. Thus, to realize a good communication skill, critical thinking, and collaboration of the students, the traditional teaching method is no longer used anymore [3]. As a result, enhancing the students' skills above promotes self-regulated learning [1].…”

Section: Introductionmentioning

confidence: 99%

Playing with e-CALF: “Regulate My Own Learning”

Mahayanti¹,

Suprianti²,

Utami³

et al. 2020

Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019)

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e-CALF facilitates digital natives to learn in their way. The researcher of this study used descriptive qualitative design to investigate the implementation of e-CALF in the school setting by finding six students' experiences, challenges, and responses in playing the game. It also found out how the implementation of e-CALF promotes self-regulated learning (SRL). Recording and interviewing were conducted to collect the data. As a result, playing with e-CALF is very fun for the students. e-CALF can increase their vocabulary and their desire to read English. In promoting students' SRL, e-CALF was an ideal environment to give the students a significant degree of autonomy over their actions. This autonomy included the freedom to determine their topic to be played, strategy to finish the game, and reflection on the progress and achievement. They could also set when, where, and how they play with and learn from the game.

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Turning Reluctant Learners into Inspired Learners

Cited by 39 publications

References 8 publications

University/School District Collaboration Changes a Kindergarten Program

University/School District Collaboration Changes a Kindergarten Program

Advantages of Using Automatic Formative Assessment for Learning Mathematics

Playing with e-CALF: “Regulate My Own Learning”

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