Using Graphic Organizers To Enhance Retention And Application Of Content To Change Student Behavior
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Using Graphic Organizers to Enhance Retention and Application of Content to Change Student Behavior
The purpose of this research project was to determine if the use of graphic organizers would enhance student retention and understanding of new concepts, and thus change student behavior. This study was conducted with three Practical Studies students at Northwest Junior High School. The students were participating in the Clear and Dark Thinking Skills curriculum. The students were taught how to use two specific graphic organizers, K-W-L and Frayer Model over an eight-week period. Prior to the study reports of office referrals for the three students 2007 spring trimester were gathered to compare with office referrals post treatment. A pre-treatment survey was given to determine if the students understood how thinking skills affect behavior. A post-survey was completed to see if instruction using the graphic organizers increased the student's ability to comprehend the content of Clear and Dark Thinking, and change their behaviors. Therefore, they should have had fewer office referrals than in 2007 spring trimester. Students completed specific journal questions during weeks two through seven to assess content retention. A weekly journal documenting student responses and observations of how the instruction was being received by the students was kept by the teacher. A content quiz was given after spending two weeks on each graphic organizer. Data from the pre and post survey, quizzes, student/teacher journal entries, and office referral comparison were analyzed. Results suggested that the students understood how to use the graphic organizers, increased their understanding of new concepts, but were not able to transfer the new skills to their daily lives.
How Learning Works
Author: Susan A. Ambrose
language: en
Publisher: John Wiley & Sons
Release Date: 2010-04-16
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Chemical Misconceptions
Part one includes information on some of the key alternative conceptions that have been uncovered by research and general ideas for helping students with the development of scientific conceptions.