Group items tagged

at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years."

What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students?

students in math, science, humanities, and social sciences—rather than those in more directly career-oriented fields—tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers.

hat the education system must adjust to better accommodate the way students learn, a point that some teachers brought up in focus groups themselves

roughly 75 percent of 2,462 teachers surveyed said that the Internet and search engines had a “mostly positive” impact on student research skills. And they said such tools had made students more self-sufficient researchers.

But nearly 90 percent said that digital technologies were creating “an easily distracted generation with short attention spans.”

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Instructional Aid 1.1: Seven Strategies of Highly Effective Readers

Activating "Priming the cognitive pump" in order to recall relevent prior knowledge and experiences from long-term memory in order to extract and construct meaning from text Inferring Bringing together what is spoken (written) in the text, what is unspoken (unwritten) in the text, and what is already known by the reader in order to extract and construct meaning from the text Monitoring-Clarifying Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text combined with the ability to clarify and fix up any mix-ups Questioning Engaging in learning dialogues with text (authors), peers, and teachers through self-questioning, question generation, and question answering Searching-Selecting Searching a variety of sources in order to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information Summarizing Restating the meaning of text in one's own words — different words from those used in the original text Visualizing-Organizing

Constructing a mental image or graphic organizer for the purpose of extracting and constructing meaning from the text