How do openers contribute to student learning?

Main Article Content

Amber Zertuche Libby Gerard Marcia C Linn

Abstract

Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is
known about how to design these activities so they contribute to student learning. This study uses
technology-enhanced learning environments to explore new opportunities to transform Openers
from potentially busy work to knowledge generating activities. This study compares the impact of
teacher-designed Openers, Opener designs based on recent research emphasizing knowledge
integration, and no Opener for an 8th grade technology-enhanced inquiry science investigation.
Results suggest that students who participate in a researcher-designed Opener are more likely to
revisit and refine their work, and to make significant learning gains, than students who do not
participate in an Opener. Students make the greatest gains when they revisit key evidence in the
technology-enhanced curriculum unit prior to revision. Engaging students in processes that promote
knowledge integration during the Opener motivate students to revise their ideas. The results suggest
design principles for Openers in technology-enhanced instruction.

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How to Cite
ZERTUCHE, Amber; GERARD, Libby; LINN, Marcia C. How do openers contribute to student learning?. International Electronic Journal of Elementary Education, [S.l.], v. 5, n. 1, p. 79-92, july 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/11>. Date accessed: 12 july 2020.
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