Interest and Effort in Education
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Wheeler Preface. In behalf of interest it is claimed that it is the sole guarantee of attention ; if wc can secure interest in a given set of facts or ideas, wc may be perfectly sure that the pupil will direct his energies toward mastering them; if we can secure interest in a certain moral train or line of conduct, wc arc equally safe in assuming that the child's activities arc responding in that direction ; if wc have not secured interest, wc have no safeguard as to what will be done in any given case.
As a matter of fact, the doctrine of discipline has not succeeded.
Parents' effort key to child's educational performance -- ScienceDaily
It is absurd to suppose that a child gets more intellectual or mental discipline when he goes at a matter unwill- About the Publisher Forgotten Books is a publisher of historical writings, such as: Philosophy, Classics, Science, Religion, History, Folklore and Mythology. Forgotten Books' Classic Reprint Series utilizes the latest technology to regenerate facsimiles of historically important writings. Careful attention has been made to accurately preserve the original format of each page whilst digitally enhancing the difficult to read text.
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Creating higher-level objectives, and the activities and assessments aligned with those, will allow students to become more actively engaged in significant learning experiences Online learning can be powerful when everyone is involved, engaged, and thinking about concepts on a deep level.
This happens when faculty design and deliver their courses to encourage active learning activities. Active learning in online courses can be achieved through student interactions, such as having students work in groups to complete a project, requiring students to participate in asynchronous discussions, and incorporating manageable peer instruction assignments. Online instructors are more likely than face-to-face instructors to offer collaborative experiences, many times through structured discussions One benefit of online teaching is the ability to construct class discussions in advance.
In order to create valuable dialogue in your course:. Properly designed and facilitated discussions can become the center of an online course and a place where you can move students to think beyond remembering and understanding material to higher levels of application and evaluation. Another way for your online students to engage in active learning is by incorporating technology tools. You should be cognizant of your rationale for including these tools and communicate that reason to your students.
Any tool incorporated into an online course should enhance the learning process, make completing tasks more efficient, and motivate students without overwhelming them with technology. Often, when students see what they can accomplish with particular digital tools, they are motivated to push themselves beyond what they thought they could do. However, instructors should be aware that utilizing Web 2.
Providing students with ample tutorials, help documents, and institutional support centers are simple ways to empower your students to solve technical problems Alignment of learning objectives, activities, and assessments throughout an online or face-to-face course should be obvious to students. Providing measurable and observable objectives allows students to identify what they will be learning and how they will show mastery. These objectives will also help you create assessments and activities that align with the desired course outcomes.
It is important to align the assessment with the objective of the assignment and the learning activity in which students engage. You will not want to assess student learning using multiple choice tests when your learning objective is to analyze case studies; nor will you want to have students write an essay when you are asking them to collaborate on a service-learning project. In online situations, alignment of all course components may pose new assessment challenges to the instructor. Student satisfaction with online courses correlates to proper alignment between assessments and the entire course Angelo and Cross categorized a large assortment of techniques into clusters organized by teaching goals If you want to assess discipline-specific knowledge and skills, Cluster III would provide you with some appropriate assessment tools.
When students and instructors work together, they can successfully stimulate intellectual effort beyond what is required for most courses.
Well-designed courses that include clearly stated objectives, collaborative experiences, and active learning strategies are the first steps toward achieving this goal. By engaging in these activities and taking control of their learning, students can make significant gains in their learning. What sparks deeper learning is not always neatly predictable. This requires flexibility, quick decision-making, and deft plan-tweaking. In this video, Dan Levy uncovers his thought process in one such classroom moment and explains his decision to withhold a correct answer from his students.
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Similarly, a student with a well-developed individual interest for Latin may be able to briefly glance at the third declension adjective endings and decide he knows them, while another, equally able student with a less-developed interest for Latin, has to work after school to learn these endings. Studies of student effort suggest that the more difficult a task appears—in the sense of the task's difficulty and the likelihood that the student can complete it successfully—the less likely it is that the student will be motivated to take the task on.
On the other hand, studies of student effort also suggest that effort is associated with the possibility of doing well on a task. Thus, students might be expected to figure out what they need to study, study it, and be successful—if they have the ability to do the assigned task, confidence in this ability, and no anxiety about the task. Whether students exert effort or not is typically described as a choice or decision that is made by the student about whether success is possible. Students' expectancy value is influenced by their previous success, their perceptions about teachers' beliefs and practices, their goals, and by their self-concept.
Students' beliefs about both their own abilities, and about the relation between ability and effort, influence the likelihood that they will exert effort. As Carol Dweck points out, students' beliefs develop over time in conjunction with experience. She also notes that students are increasingly influenced by the feedback they receive, meaning that some change in students' beliefs and motivation is possible. Deborah Stipek's research, for example, suggests that students are engaged and learning takes place when teachers promote effort in the classroom by emphasizing participation, setting high expectations, and encouraging students to support each other as learners.
If students have a clear understanding of the goals of the tasks they are assigned, they also might be expected to be better able to effectively regulate the possibility of their success. In fact, students who have a sense of efficacy, who both value and experience feelings of enjoyment for the task, can also be expected to expend effort to master the task. Interest describes the cognitive and affective relationship between a student and particular classes of subject matter. However, one student's effort to master Latin, mathematics, or lacrosse is not likely to be the same as another student's efforts.
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Moreover, how a student approaches different subjects can be expected to vary, just as the background and basic abilities that each student brings to each subject will vary. Interest can hold a student's attention, encourage effort, and support learning. It also has been found to enhance strategic processing. Furthermore, students can experience more than one type of interest concurrently.