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ISBN:0863920896
Author: Sylvia Downs
ISBN13: 978-0863920899
Title: Developing skilled learners: Learning to learn in YTS (Research & development)
Format: docx lit txt rtf
ePUB size: 1823 kb
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Language: English
Publisher: Manpower Services Commission (1984)
Pages: 49

Developing skilled learners: Learning to learn in YTS (Research & development) by Sylvia Downs



Thus, in learning to read, some children need a little more of one thing while others need a bit more of another thing. Trying to push all learners through the same reading program will result in the slowed growth of some and the frustration of others. At the early stages it is important to make the task of learning to read as easy and interesting as possible. Developing reading skills and methods of teaching reading form the object of the present work. The following objectives have been settled so that to achieve this purpose: - to define principles of developing reading skills; - to study the approaches to teaching reading skills at any level

Motivation is the starting point for learning. For a busy and often overworked teacher to devote effort to change and new learning, there has to be a good reason for the change: some sort of catalyst or urgency – a sense that what I’m doing doesn’t seem to be working. McKay and Kember (1997) have categorised teacher learning through professional development into two types. The first, surface learning, is concerned with implementing actions to make change with minimal effort. Teachers who use these processes in an on-going way have often undertaken further learning at tertiary level, or are mentored in their own schools by other teachers who have undergone special training.

consist of the Hypothesis (conscious learning is an ineffective.

strategies and are more flexible in the use of them than. their less-skilled counterparts (. that the proficient listeners are able to select from a large. This article outlines some of the key issues involved in developing a programme of strategy training for learners of French, in listening and in writing.

Learning is supposed to be more autonomous with the development of technology. The development of technology brings stronger institutional control, higher performance expectations and less freedom for individual learners. According to Vygotsky’s (1978) theory on the zone of proximal development, interaction and collaboration with a more skilled expert can help to speed up a learner’s progression to another developmental level, enabling him or her to do independently what he or she could previously do only with assistance.

A Writing Approach to – Reading Comprehension – Schema Theory in Action. Yet this learning basic, for it relates to reading as well as to writing. In learning to organize informational content for writing, students gain insight into how authors handle complex ideas on paper; in so doing, they are refining their schemata for comprehending this kind of content.

Learners and learning. Development and Learning Competencies. Children are born with certain biological capacities for learning. They can recognize human sounds; can distinguish animate from inanimate objects; and have an inherent sense of space, motion, number, and causality. For example, the weight and thickness of the cerebral cortex of rats is altered when they have direct contact with a stimulating physical environment and an interactive social group.

Vocabulary knowledge is critical to the comprehension processes of a skilled reader. Application to native English speakers: Vocabulary building activities often build on themes such as family, the community, or the workplace. Learners are encouraged to determine the meanings of words from context. org/caela/esl hies/readingbib.

Influenced by the learning environment, learners of different educational contexts vary in their degree of autonomy. The present study examines the impact of the learning environment on learner autonomy at higher education. A questionnaire was distributed to a total of 140 (59 Polish and 81 Yemeni) undergraduate learners.

Vocabulary and background knowledge are usually underdeveloped for English learners, in part because they lack the English skills needed to learn.