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¶ … disregarded domains of learning that are associated with learning science in the classroom. The article's research was premised on the idea that although students may be exposed to other types of learning found within the varying domains, and that most education is focused on high stakes examinations. This in turn ignores the affective domain learning methods in many instances. This research investigated three school-based trial lessons in which students from two Singapore secondary schools were taught science concepts and skills in the usual manner with follow-up reflective activities requiring them to draw from their learning experiences parallel scenarios in their daily lives.
According to the conclusions of the research, "we may conclude that the use of this cognitive-affective integrative teaching approach is potentially helpful in getting students to be more aware of the important values, positive social habits and effective life skills while they are learning school science." This article is useful because it explains how a variation of several different learning domains need to be included to afford students the opportunity for a fair and well balanced education that reflects more than pure rote memorization and following mundane orders and directions.
Part 2
Hollins (2011) article presented an holistic...
This model was segmented into two parts but addressed the need for applying special modalities when dealing with learners from diverse backgrounds. The idea of quality teaching was described by the author as "Perhaps the most important aspect of teaching and learning is how well the teacher knows the learner. Teachers need to know learners as individuals; as members of social and cultural groups; as learners with particular characteristics; and as learners at a particular point in their academic, emotional, psychological, and social development."
I choose this study because of its general approach. The idea of quality teaching tends to ignore the more qualitative and mundane aspects with education, making this article very interesting in its application and approach. The article essentially espouses a philosophy that contradicts some of the current approaches in education and focuses on the learner themselves as opposed to the teacher or organization's efforts or actions.
Part 3
Any teaching strategy must be aligned with the greater organizational strategy and the personal ethics and morals of the teacher implementing such actions. It is important to consider all people in the education process and one variable that needs to be addressed in a teaching strategy is "environment."…
References
Hollins, E.R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 62(4), 395-407.
Tan, K.S., Heng, C.Y., & Tan, S. (2013). Teaching school science within the cognitive and affective domains. In Asia-Pacific Forum on Science Learning and Teaching (Vol. 14, No. 1, p. 3).
Differentiated Instruction StrategiesIntroductionIt is important to approach each student\\\'s needs accordingly. Differentiated Instruction is important to me because in my self-contained class I�ve been using different strategies quite often since it is what works for them. Special ed students need attentive teachers and I believe using differentiated instruction is a good indicator of that. The research I�ve chosen to conduct my class will focus on finding the answers to what
Strategy Mapping Please title Case 4 I attached Previous 3 Papers (Case1-3) Explain process strategy mapping relates performance management establishing propositions. You discuss theoretically Glacier Inn case study presented Armitage Scholey (2009) document readings serve integrating ideas. Strategy mapping, performance management and establishing value propositions Virtually all organizations today have some sort of defined 'strategy' which they are ostensibly attempting to put into action -- but merely articulating strategy is not enough. Executing
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Cognitive Strategies in Education Cognitive Strategies The purpose of this work is the first define metacognition and explain the four cognitive strategies of chunking, mnemonics, advance organizers and rehearsals and then to consider how each one might be useful in helping facilitate understanding of metacognition. Finally this work intends to create a sample lesson plan that represents the strategies. Metacognition can be defined as the learner's awareness of the knowledge they possess as