Posted on April 15th, 2008 by gmeo
Students differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant motor disabilities (e.g. cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently. Some may be [...]
Filed under: Principle II | No Comments »
Posted on April 15th, 2008 by gmeo
Students differ markedly in the ways in which they can be engaged or motivated to learn. Some students are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. In reality, there is no one means of representation that will be optimal for all students; providing multiple [...]
Filed under: Principle III | No Comments »
Posted on April 15th, 2008 by gmeo
Information that is not attended to, that does not engage student’s cognition, is in fact inaccessible. It is inaccessible both in the moment - relevant information goes unnoticed and unprocessed - and in the future: relevant information is unlikely to be remembered. As a result, teachers devote considerable effort to recruiting student attention and engagement. [...]
Filed under: Principle III | No Comments »
Posted on April 15th, 2008 by gmeo
Many kinds of learning, particularly the learning of skills and strategies, require sustained attention and effort. When motivated to do so, many students can regulate their attention and affect in order to sustain the effort and concentration that such learning will require. However, students differ considerably in their ability to self-regulate in this way. Their [...]
Filed under: Principle III | No Comments »
Posted on April 15th, 2008 by gmeo
While it is important to design the extrinsic environment so that it can support motivation and engagement (see guidelines 7 and 8), it is also important to develop students’ intrinsic abilities to regulate their own emotions and motivations. The ability to self-regulate – to strategically modulate one’s emotional reactions or states in order to be [...]
Filed under: Principle III | No Comments »
