Given this understanding such activities should be made components of the school curriculum to facilitate creative thinking among students. Essay writing, quizzes, elocution competitions and debates should also be actively promoted in schools. In preparing for elocution competitions and debates, students are compelled to do their own research on the topics they have to present – invariably, this will enhance their quest for information (knowledge), and contribute to improving their reasoning and critical thinking skills. As for tertiary education, its curriculum should incorporate more assignments and projects involving some extent of research work to inculcate the “critical spirit”. By doing assignments and research work, students will be provided the opportunity to read extensively, do literature reviews and perform internet search to gather information in order to complete their papers for submission.
Reading space in has books that children could borrow and read. Independent learning is encouraged with activities related to the task this would require a great deal of reading. Mrs Vans class would be used to reading out loud to improve
The Merriam-Webster English Dictionary defines a stereotype as “a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment”. Stereotypes are ubiquitous and a major cause that contributes to stereotypes could be the inevitable cultural differences. Therefore, educators must think about some pedagogical questions as they approach their students when dealing with different stereotypes: did I engage all learners by creating a classroom that has a positive emotional climate where all students can freely express their opinions? Are they emotionally safe and personally meaningful? Does school privileges certain kinds of learners?
We help to provide young students the foundation for their educational futures. In this paper, I will focus on comparing and contrasting two programs that stood out to me, the Emergent Curriculum and the Creative Curriculum. When you examine early childhood programs, you will find that there are many similarities and differences across the board, making each experience something a bit different and exciting in its own way. Curriculums Emergent Curriculum Emergent curriculum emerges out of the interests and experiences children have in their daily lives. Emergent curriculum is a great way you can plan a
It can teach children time management and responsibility. Moreover it can improve academic ability by teaching young adults how to juggle multiple tasks at once. Subsequently it can also help prepare these kids for tests, along with keeping learning, continuous from school to home. Harris Cooper, a Duke professor collected data that shows the positive and negative effect of homework on students. “Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example.
The role of the teacher and prepared environment in the classroom differentiate the Montessori from other educational approaches. This special environment enables the children to perform different task such as thinking about relationship, the sequential nature of the environment through orderly structures, and spelling derived through identification of pattern, not just by the memorization. Each aspect of the curriculum includes thoughtful analysis and creative invention (Blaik-Hourani,
For example, when a child connects his personal experience to a story that he could relate to and reading would then be meaningful to him. Writing would also be meaningful when it can be linked to personal experiences. It would be a motivation when children are able to see their purpose in reading or writing. Whole language approach is based on constructivist theory as their concept of learning is similar. Children are able to naturally express and construct their own meaning of reading and writing through experiences.
They can create a binder and effectively identify their strengths and weaknesses. The NCBTS domains integrated are curriculum and planning, assessing and reporting. The making of the Math binder is an exposure to innovative assessment methodologies which may vary from the usual authentic assessment methodologies
Once the student has acquire accuracy for a particular skill, they may now advance to the second stage which is fluency stage. Fluency or also known as skill mastery is the ability to perform a behaviour correctly, quickly, and with less effort. (Binder, 1996; Haring & Eaton, 1978; Johnson & Layng, 1996; Lindsley, 1996; Miller & Heward, 1992). The amount of time to complete a certain skill is computed when researchers use fluency as a dependent measure. Fluency is an important variable to measure students’ progression in mathematics that requires more complex steps for completion that go beyond initial acquisition (Skinner & Schock, 1995).
When it comes to the language of math, it can become confusing because a simple word in English may have a different meaning in math. This is another task teachers need to take upon themselves to teach. This ways students will understand their math problems better if they understand the vocabulary. For some students it may not be that difficult to figure out what the vocabulary stands for in math. For instance, word problems sometimes sound like a complete foreign language and you have to dissect how to solve the problem.