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Attention Grabbers have many benefits for both teachers and students. When taught and practiced correctly, teachers can feel more comfortable allowing students to enter into meaningful student-led discussions (see Weih, 2016) without feeling they might lose control of them and have to resort to shouting for the sake of regaining their attention. Moreover, teachers can implement Attention Grabbers as a transitional choral response strategy to let students know that they need to get ready for a different activity.
TEKNOSASTIK, 2021
Proceedings of the International Conference on English Language Teaching (ICONELT 2019), 2020
This paper presents and selectively reviews the data-based literature regarding guided notes, choral responding, and response cards (ASR). These ASR procedures as designed to increase the opportunities for students to respond and improve their academic performance. Each of these procedures were effective in increasing student performance in history, reading, and math. The various unique applications of each of these procedures were outlined and reviewed. Suggestions for classroom applications as well as areas of future research and application were made. Students with behavior disabilities and needs exceptional teaching need an extra added help to be successful in the classroom. The strategies reviewed in this paper may be used to increase the behavioural environment of all students in the classroom as well as improving academic skills. It has been said that students learn by doing. It follows that if one increases the doing, the result is an increase in learning. Opportunity to respond is a term coined in 1977 by Vance Hall and his colleagues at the Juniper Gardens Children's Project (Heward, 2003). This refers to increasing student responses and engagement in a learning activity to increase student performances. Another term synonymous to opportunity to respond is academic learning time. This refers to the same topic coined by analysts comparing groups or statistical inferences defined as an observable response to an ongoing instruction (Narayan, Heward, Gardner, Courson, & Omness, 1990; & Heward, 1994). There are many data based methods for increasing student responses such as Benefits of Increased Opportunity to Respond Opportunity to respond increases students learning by engaging more time in instruction and alleviating the wasted time (Harmin, 1995). As the present system fares, less than half of a seven hour school day is spent doing the real work of learning (Harmin, 1995). We need to decrease inactivity in the classroom. Another study conducted in six inner-city elementary classrooms found that 45% of the school day students spent inactively listening to the teacher and less than 1% actually responding (Hall, Delquadri, Greenwood, and Thurston,1992). With increasing the responses of each student this time is greatly increased giving students more of an opportunity to be successful in learning (Courson & Omness, 1990). Major advantages of these procedures also include their cost. They are cost effective both monetarily and teacher time put into starting and implementation of these techniques. This is an added bonus for all teachers (Narayan et al., 1990). It has been found that increasing academic learning time is preferred by both the teacher and students. The brisk pace captures student's
2013
College students (n=846) enrolled in a general education course were randomly assigned to either an arousal (experimental) or no-arousal (control) group. The experimental group was exposed to a topic-relevant, 90-second external stimulus (a technique used to elevate arousal and focus attention). The control group listened to the instructor take roll. Both groups then listened to the same 30-minute lecture followed by an exam. An independent-samples t-test found a significant difference in exam scores measuring information retention between arousal (M=13.36, SD=1.5) and no-arousal (M=12.85, SD=1.4) conditions; t (844)=5.20, p < .001. Results suggest introducing a lecture with an external stimulus increases information retention.
The Reading Teacher, 2011
International Journal of Music Education, 2019, Vol. 37(1) 91– 106, 2019
Current research on choral practice has studied various aspects of interpretation and different strategies for improving rehearsal. This article considers the amateur choral rehearsal as a setting for teaching and learning music. It analyses choir conductor profiles that may be related to conceptions of teaching and learning and their possible relationship with the implicit theories of teaching and learning. A questionnaire was administered to 41 conductors, considering three variables (expert/non-expert, teacher/non-teacher, and children's/adult choir conductor). Quantitative evaluation through different cluster analyses showed three conductor profiles: Traditionals, including conductors who use little supervision, few different ways of representation other than corporeal, poor difficulty management and greater use of repetition during the rehearsal; a Focus on Reading profile, conductors who, in addition to using moderately complex processes, rely heavily on reading the score; and finally a Focus on Learning and Representation profile including non-experts and teachers, who use different representation modes in the rehearsal (corporeal, audio, visual, combined) and other complex processes such as transferring learning or metacognition. We also found significant differences among conductors for score processing levels. Finally, some features common to all three profiles characterise the choral environment as a peculiar field of musical learning, which may suggest some strategies for learning music.
2015
This article was published in Educational Futures in January 2015 (online), available at http://educationstudies.org.uk/journal/ef/volume-71-2015/
Toplumsal Tarih, 2024
HAL (Le Centre pour la Communication Scientifique Directe), 2022
Bina VaEitzah, 2023
The Bulletin of Daito Bunka University (大東文化大学紀要、人文学科), 2024
TRIVALENT ත්රිසංයුජ Journal of Archaeology Tourism & Anthropology, 2020
Wiener klinische Wochenschrift, 2021
SPIE Proceedings, 2009
Journal of Cardiothoracic and Vascular Anesthesia, 2018
African Invertebrates, 2010
Boletín Científico de la Escuela Superior Atotonilco de Tula, 2021
Journal of Marine Biology & Oceanography, 2015
2018 IEEE 14th International Conference on Control and Automation (ICCA), 2018