An occupational therapist reported that self-regulated learning strategies helped a junior high student with a learning disability (Cahill, 2008). The student was trained in three learning strategies: self-observation, self-evaluation, and self-reaction (Cahill, 2008). The student wanted to turn assignments in on time, and improve his grades on the submitted assignments (Cahill, 2008). The student learned to use the self-observation strategy to set goals and monitor his progress. The self-observation process required the student to maintain a record of improvement as the student worked towards established goals (Cahill, 2008). Self-evaluation required the student to measure his growth and determine whether or not he’d progressed, regressed,
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The strategy was explained as one that not only made the lesson real for the students, but also allowed them to become fully involved in their learning (Clapper, 2006). Role-play was the form of simulation addressed in the article. Students were encouraged to move and interact with their lesson in the form of a skit (Clapper, 2006). The students were either provided with a scenario to play out in a pre-determined amount of time, or the students created their own skit from the lesson (Clapper, 2006). The method was reported to enhance critical thinking by allowing the brain to process material on various levels (Clapper, 2006). The role-play and simulation strategy also helped students develop skills in expression of thought, feeling, self-evaluation, and empathy (Clapper, 2006). The role-play and simulation strategy was considered appropriate for application of art …show more content…
Eight young people were observed playing the game, Minecraft. Minecraft was a computer game designed for building and construction, using cubes within an environment with its own set of laws and physics (Overby & Jones, 2015). The students included: one 5 year old girl, two 9 year old girls, a 12 year old boy, a 15 year old boy, two 18 year old boys, and one 18 year old girl (Overby & Jones, 2015). The observers reported that the 5 year old learned to memorize keyboard shortcuts, and used a list of spelling words to help her program (Overby & Jones, 2015). The 9-year-old girls were observed playing the same game together. While the girls played, they were observed critiquing appropriate building material for their structures, sharing resources, and collaborating to solve problems (Overby & Jones, 2015). One 18-year-old boy was remarked for building custom furniture with signs, which was conventional for Minecraft, but considered unconventional in the real world (Overby & Jones, 2015). The 18-year-old girl designed her home to force visitors to approach her home in a manner that was aesthetically pleasing to her (Overby & Jones, 2015). All of the students were recognized for taking risk and experimenting (Overby & Jones, 2015). They also gained hands-on experiences with cause and effect, which increased their knowledge of the game (Overby & Jones,
The strategy was explained as one that not only made the lesson real for the students, but also allowed them to become fully involved in their learning (Clapper, 2006). Role-play was the form of simulation addressed in the article. Students were encouraged to move and interact with their lesson in the form of a skit (Clapper, 2006). The students were either provided with a scenario to play out in a pre-determined amount of time, or the students created their own skit from the lesson (Clapper, 2006). The method was reported to enhance critical thinking by allowing the brain to process material on various levels (Clapper, 2006). The role-play and simulation strategy also helped students develop skills in expression of thought, feeling, self-evaluation, and empathy (Clapper, 2006). The role-play and simulation strategy was considered appropriate for application of art …show more content…
Eight young people were observed playing the game, Minecraft. Minecraft was a computer game designed for building and construction, using cubes within an environment with its own set of laws and physics (Overby & Jones, 2015). The students included: one 5 year old girl, two 9 year old girls, a 12 year old boy, a 15 year old boy, two 18 year old boys, and one 18 year old girl (Overby & Jones, 2015). The observers reported that the 5 year old learned to memorize keyboard shortcuts, and used a list of spelling words to help her program (Overby & Jones, 2015). The 9-year-old girls were observed playing the same game together. While the girls played, they were observed critiquing appropriate building material for their structures, sharing resources, and collaborating to solve problems (Overby & Jones, 2015). One 18-year-old boy was remarked for building custom furniture with signs, which was conventional for Minecraft, but considered unconventional in the real world (Overby & Jones, 2015). The 18-year-old girl designed her home to force visitors to approach her home in a manner that was aesthetically pleasing to her (Overby & Jones, 2015). All of the students were recognized for taking risk and experimenting (Overby & Jones, 2015). They also gained hands-on experiences with cause and effect, which increased their knowledge of the game (Overby & Jones,