Date of Award
1990
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Dr. Len Drugge
Committee Member
Polly Peterson
Keywords
cognitive mapping, common curriculum, graphic organizers, interdepartmental teaching, learning strategies, learning to learn concepts, metacognition, note-taking techniques, reading aids, schematic structures, secondary study skills and certification, thinking processes
Abstract
This practicum was designed to provide a repertoire of thinking strategies to assist early adolescents in developing lifelong learning concepts. The primary goal was to implement a study skill program to promote a variety of basic organizational skills and contemporary note-taking techniques. Another important goal was to foster collaborative perspective among subject disciplines in teaching study skill techniques essential to this team focus on advocacy. Art on advocating basic processing principles across the curriculum was the systematic teaching of an array of systematic, structured note-making strategies to assist students in organizing, personalizing, streamlining, and/or synthesizing information from textual reading.
The writer provided a series of teacher in-service which promoted learning style awareness strategies, fostered an interdisciplinary curriculum perspective, and encouraged the teaching of conceptional organizational structures. The professional development component was reinforced by the demonstration of very effective organizational skills and note-making strategies in the school grade 8-9 social studies and counseling classes. Collaboration with parents and other teacher committees assisted the integration of these innovative concepts.
Analysis of the data revealed that the teaching of learning strategies assisted students to develop procedures appropriate to building study skills. The note-making components of the program provided students with the conceptual structures for organizing information and enhanced the interrelatedness between and among subject areas and indicated that these common information processing skills universally accepted across the curriculum were practical and important tools for improving their child's learning, although some showed a reluctance of the importance of the study skills teachers did not model or demonstrate effective techniques to organize information on a consistent basis at the classroom level.
Comments
Missing pages 85 & 104