What evidence based teaching practice encourages students to think about their thinking Quizlet

••Effective teachers use practices that are EVIDENCE-BASED—that is, they encompass strategies that research has consistently shown to bring about significant gains in students' development, academic achievement, and personal well-being.
••Evidence-based practices are developed based on research conducted, in part, by educational psychologists who study the nature of human learning, development, motivation, and related topics.
••As researchers learn more and more about what various phenomena and events are like (DESCRIPTIVE STUDIES), what variables are associated with one another (CORRELATION STUDIES), and what events cause what outcomes (EXPERIMENTAL STUDIES), they gradually develop and continually modify theories that integrate and explain their findings.
••Teachers can—and should—draw on research findings and well-supported theories about children's learning and development in their day-to-day and long-term instructional decision making.

••As a teacher, you must think of yourself as a life-long learner who always has new things to discover about effective educational practices, the subject matter you teach, and the out-of-school environments and cultural groups in which your students live.
••Some of these things you can learn about through books, professional journals, advanced coursework, the Internet, and collaboration with professional colleagues, but others may require immersing yourself in the local community or conducting action research.
••You must also be willing to reflect on and critically analyze your current assumptions, inferences, and instructional practices—good teachers acknowledge that they can sometimes be wrong, and they adjust their beliefs and strategies accordingly.
••One way you can analyze your instructional practices is to conduct your own action research to address specific questions you have about your students and classroom practices.
••Most importantly, you must remember that, as a teacher, the many little things you do every day can have a huge impact—either positive or negative—on students' academic and personal successes.

••A somewhat oversimplified model of human memory—but a very useful one nevertheless—has three distinct components.
••One component, the SENSORY REGISTER, holds incoming sensory information for 2 or 3 seconds at most.
••What a learner pays attention to moves on to WORKING MEMORY, where it's held for a somewhat longer period while the learner actively thinks about, manipulates, and interprets it.
••Yet working memory can hold only a small amount of information at one time, and information that isn't being actively thought about tends to disappear quickly (typically in less than half a minute) unless the learner processes it sufficiently to score it in long-term memory.
••LONG-TERM MEMORY appears to have as much capacity as human beings could ever need.
••In fact, the more information learners already have there, the more easily they can store new facts and ideas.
••Effective storage typically involves MEANINGFUL LEARNING—connecting new information with existing knowledge and beliefs.
••By making such connections, learners make better sense of their experiences, retrieve what they've learned more easily, and create an increasingly organized and integrated body of knowledge that helps them interpret new experiences.
••As children grow older, they gradually take charge of their own learning, and most of them increasingly use effective learning strategies to remember potentially counterproductive understandings.

••One way to enhance students' learning and academic achievement is, of course, to encourage healthful personal habits, such as sleeping well and getting regular physical exercise.
••Teachers must use instructional strategies that take into account the general nature of human learning and the strengths and limitations of the human memory system.
••Teachers must continually emphasize the importance of UNDERSTANDING classroom subject matter—making sense of it, drawing inferences from it, seeing how it all ties together, and so forth—rather than simply memorizing it in a rate, "thoughtless" manner.
••Such an emphasis must be reflected not only in teachers' words but also in their instructional activities, assignments, and assessment practices. ••For example, rather than merely presenting important ideas in classroom lectures and asking students to take notes, reachec might ask thought-provoking questions that require students to evaluate, synthesize, or apply what they're learning. ••Rather than assessing students' knowledge of history by asking them to recite names, places, and dates, teachers might ask them to explain why certain historical events happened and how those events altered the course of subsequent history.
••At the same time, teachers must also be alert to students' misconceptions about academic and work hard to promote conceptual change.

••When certain students' behaviors seriously threaten others' sense of safety and well-being, and especially when aggression and violence are prevalent throughout the school building, a three-level approach may be necessary.
••FIRST, faculty members must coordinate their efforts in creating a schoolwide environment that makes aggression and violence unlikely—for example, by establishing trusting teacher-student relationships, fostering a sense of mutual respect and understanding among students from diverse backgrounds, and providing mechanisms through which students ran communicate their concerns without fear of reprisal.
••SECOND, faculty members must intervene early for students who are at risk for academic or social failure, providing them with the cognitive and social skills they need to be successful at school.
••THIRD, school personnel must seek intensive intervention for students who are especially prone to violence, show signs of significant mental illness, or in some other way are seriously troubled. ••Addidonal measures are sometimes needed to address incidents of aggression associated with intergang hostilities.

••Culture is a largely human phenomenon that defines appropriate and inappropriate behaviors and beliefs and enables the transmission of knowledge and skills from one generation to the next.
••Any culture provides a wide variety of physical and cognitive tools that help learners survive and thrive in their physical and social worlds.
••Inconsistencies between cultures at home and at school can wreak havoc with school success, however, and teachers must bring the two contexts into alignment to the extent possible.
••The society within which learners live is an additional context that can affect learning either directly or indirectly—for instance, through government policies that mandate certain instructional practices and through community groups and institutions off topic-specific expertise, learning opportunities, and support services.
••An especially noteworthy aspect of 21st-century societies is the increasing availability of digital technologies and media.
••These high-tech resources enable regular cross-communication and cross fertilization of ideas. Furthermore, they give learners easy access to society's distributed knowledge and expertise—and, unfortunately, also to a good deal of misinformation and propaganda.
••One final context to keep in mind is the various academic domains that modern-day societies have created to compartmentalize human beings' accumulating knowledge about their physical, biological, and social worlds.
••Although these content domains certainly overlap to some degree, each of them offers unique sets of cognitive tools that may require somewhat different instructional strategies.

••SELF-REGULATION—the process of directing, monitoring, and evaluating one's own performance—affects students' learning.
Self-regulation includes establishing goals for performance, planning a course of action, giving self-instructions, monitoring progress, actively controlling motivation and emotions, evaluating performance, and self-imposing consequences (either internal or external) for success and failure.
••Most learners become increasingly self-regulating with age, in part as a result of brain maturation and in part through co-regulated learning activities with adults.
••METACOGNITION—which literally means "thinking about thinking"—includes knowledge and beliefs about one's own cognitive processes, along with conscious attempts to engage in behaviors and cognitive processes that enhance learning and memory.
••Although metacognitive awareness and effective learning strategies improve with age, even many high school students are quite naive about how they can best study and learn classroom subject matter.
••To some degree, learners' EPISTEMIC BELIEFS regarding the nature of knowledge and learning affect he study strategies they use.
••For example, students who realize that reading is a conscructive process are more likely to engage in meaningful learning as they read and more likely to undergo conceptual change when they encounter ideas that contradict what they currently believe.

How would you encourage students to think about their thinking quizlet?

Why would a teacher model an inner dialogue out loud for example while doing a complex chemistry problem if his goal is that students be independent learners?

Which is a common limitation of screening measures?