The student is actively engaged and committed to the act of learning. In contrast, Sheppard further develops her argument by explaining Dewey’s stance on the procedural view termed Child-Centered Engagement. In his view, Dewy believes that the conditions under which learning takes place will foster habits of mind for the learner. At this point, Sheppard examines the polarization of the Oakeshott and Dewey’s positions. First, the liberal concept involves what is educationally worthwhile and essential while the child-centered position is determined by” how the worthwhile is best achieved” (p.119).
In implementing Organizational Strategy decisions, these are the decisions that are required: a) What content should be presented? b) How should this content be presented? c) What sequence should the instruction follow? Appendix 4 provides an overview of the content of the course that will be presented. Marco and Micro-instructional strategy The instructional design usually starts with the Marco-strategies which are to focus on the scope and sequence structures and also the Micro strategies which is the expanded instructional event.
Introduction An introduction to the handbook includes: data about the district, a rationale that explains why we are engaged in the work of cultural proficiency, and a theory of action that will guide the rest of the rationale by using the growth mindset model. II. The Components of Cultural Proficiency A description of the framework of Cultural Proficiency as adapted by DMPS is divided into four parts: The Guiding Principles, The Continuum, The Barriers, and The Essential Elements. Included in each description of the components are practical examples that help with understanding the concept, as well as considerations to how cultural proficiency ties into our other main district initiatives. III.
Running Head: Model Comparison Instructional Development Models Comparison: Concept Attainment Model and Concept Development Model Caner ŞAHİN COMPARISION OF TWO SAMPLE INSTRUCTIONAL MODELS First instructional model: Concept Attainment Model The concept attainment model based on research of Jerome Bruner, Jacqueline Goodnow and George Austin which was reported in the landmark work A Study of Thinking (1986). Concept attainment is an inquiry-based instructional strategy that is suitable for teaching notions that have an open set of attributes. Concepts have a name, a definition, examples, and critical attributes or characteristics. They are also ideas or abstractions that are formed by putting data into observable categories (Lemlech, 2010). The primary point of this model is to allow students to create their own definitions and understanding.
Advantages/strengths of Howard Gardner’s theory: 1. Helps to explain that an individual has a variety of different understandings in different types of multiple intelligence. 2. The theory was based upon educational evidence and case studies. Disadvantages/weaknesses of Howard Gardner’s theory: 1.
The case study method is the preferred choice of methodology given that it allows the researcher to explore additional avenues of information that may arise in the case study of the participating higher education institution (HEI). This study used a descriptive case study methodology. A descriptive case study was most fitting for an analysis that was dedicated to answering “how” and “why” questions about a given phenomenon (Yin, 2009). The purpose of the current study was to learn how and why internationalization has developed at the different HEIs. Case studies allow for selective sampling strategies, employ multiple methods of data collection, and provide a richer understanding of the topic which will focus on the particulars and the complexity, the uniqueness and
The word education itself proved that the aim of it is “to teach us how to think than what to think.” Sociology of education enable us to think critically about human social life and to keep asking questions concerning the sociological problems in education and understanding related concepts such as functions, progress, problems and the importance of good interaction between society and education systems. There are
Their impacts on my facilitation are discussed with appropriate examples from my teaching experiences. Further, factors and issues that impacts adult and collegial learning’s are discussed and how these theories can be influence my facilitation implications in formal and non-formal context are discussed with examples which can optimize learning. Kolb experiential learning theory (Kolb ,1984) Kolb’s theory deals with the power of learning through experience. According to Kolb experiential learning theory, as the name suggests learning is defined as “the process whereby knowledge is created through transformation of experience. Knowledge results from the combination of grasping and transforming experience.” (Kolb 1984, P 41) The model comprises of four elements 1.
In their works, both Freire and Edmundson describe what they see as learning influences within educational standards and concepts today. One makes the determination that it is communicative approaches “Education thus becomes an act of depositing, which the students are the depositories and the teacher is the
I was particularly struck by the distinction between different modes of delivering curriculum and in particular the contrast between Product and Process methods, in curriculum development. At this point it might be useful to analyse the distinction between these two processes. Neary identifies the Product Model as one that “emphasises plans and intentions” whereas in the Process Model, the emphasis is on the “activities and effects” (O’Neill 2015, p27). In essence therefore the Product Model can be regarded as a more traditional and historically tested method of developing curriculum. The work of John Franklin Bobbitt and Ralph Tyler very much advocate Product curricular designs, maintaining that these designs are centred on the creation of a disciplined and “structured learning environment for students” (O’Neill 2015, p).