R reflect think about what you read is everything

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R – Reflect. Think about what you read. Is everything clear to you? What are the main points you learned?
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3. Make Predictions : have students make predictions about the information to be presented next based on what they have read. 4. Have students relate ideas to existing knowledge structures.
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5. Develop questions: ask questions of themselves, about what’s going on around them. 6. Know when to ask help 7. Show students how to TRANSFER knowledge, attitudes, values, skills to other situations or tasks.
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Learner-Centered Psychological Principles (American Psychological Association) Focus on psychological factors that are primarily internal to and under the control of the learner rather than conditioned habits of physiological factors. The principles are intended to deal holistically with learners in the context of real-world learning situations. Thus, they are best understood as an organized set of principles; no principle should be viewed in isolation.
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Learner-Centered Psychological Principles The 14 principles are divided into those referring to (1) cognitive and metacognitive,(2) motivational and affective, (3) developmental and social, and (4) individual difference factors influencing learners and learning. Finally, the principles are intended to apply to all learners—from children, to teachers, to administrators, to parents, and to
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Cognitive and Metacognitive Factors
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1. Nature of Learning Process The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. There are different types of learning processes, for example, habit formation and motor learning, and learning that involves the generation of knowledge, or cognitive skills and learning strategies. Learning in schools emphasizes the use of intentional processes that students use to construct meaning from information, experiences, and their own thoughts and beliefs.
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1. Nature of Learning Process Successful learners are active, goal-directed, self-regulating, and assume responsibility for contributing to their own learning .
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2. Goals of the Learning Process The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. The strategic nature of learning requires students to be goal- directed. To construct useful representations of knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals.
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2. Goals of the Learning Process …filling gaps, resolving inconsistencies, and deepening their understanding of the subject matter so that they can reach longer-term goals. Educators can assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests.
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3. Construction of knowledge The successful learner can link new information with existing knowledge in meaningful ways.
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