remarked, knowledge are deconstructions, reconstructions, and co-constructions that emerge as a result of the interaction between what is already known and what is yet to be known again, in a new form. Learners must be committed to the process of exploring and learning. Group work. The students were asked to work by pair or group and discussed the problem solved individually. In the discussion session, the students gave idea to each other in a group and compared the methods they use.
The more knowledge a person acquires the more opportunities and doors will open. Homework has good effects on many people such as the student who are learning form it, teachers who are seeing if students are understanding the objective or not and also the parents who can see what their kids are being taught. The more homework Cosumnes River College students are getting is good because homework helps students incorporate learning by relating different skills into one thing, such as book reports or science projects which help students understand and comprehend the course objective; because homework teaches students to take responsibility for their work, while organizing and managing their time wisely; and because it improves the students creative thinking and they develop good study skills to help them in the future. Homework helps students in many ways and it allows students to understand what is being taught to them. Homework is a big part of
Motivational theory by Abraham Maslow in 1943 is that human beings are motivated by unsatisfied needs and that convinced lower factors needs can be satisfied. Collaborative Learning by Johnson& Johnson, 1993, p.9) says that this use instructional use of small groups so that students work together to make the most of their own and each other’s learning. A major factor that influences pupil academic performance is the idea that they can achieve. Eggen, Jacobsen, Kauchak (2006) note that teachers assist the internalization process and they do effectively learning activities that encourage a positive, academic and cognitive self-concept. Maria Montessori (1965) says that children learn best when the environment supports their natural longing to acquire skills and knowledge.
Group work is considered as a convenient environment to help learners face to challenges or problems which require them to work together to find out solutions through the ways how they think about the problems. In addition, when a student recognizes the difference between her understanding and what she hears from the other members in group discussion, this helps her take the understanding into consideration by restructuring her ideas to correspond to the group, so the learners are able to improve their thought. Similarly, Johnson (1971) cited by Laal and Ghodsi (2011) showed that problem-solving skill is also developed through formulating ideas, discussing them receiving immediate feedback and responding to questions and comments by their partner. For example, when students are given a set of problems to solve, each person is responsible to be problem-solvers and listeners respectively. One suggests the first solution by explaining the reason why they choose this one.
Mostly through simple presentations regarding the basics of the lesson. It could be potentially said that multimedia was under used to better provide examples and learning to the students. For example, incorporating multimedia into discussing risk management (one of the unit subjects), what could potentially happen and how you could prepare in advance would certainly help the student better understand the content they’re working with. Assignments While working on assignments, some better pre-done examples might be beneficial to the course room learning. Not just the template explanations but actual instructor approved write ups of the assignment.
Despite different levels of ability, students can construct ideas together and strategies in problem solving can be internalised (Wilkinson et al., 2000). Nevertheless, if teachers do not encourage learning from group tasks, students may not have the chance to learn these skills. As a result, group activities in class can establish student’s collective efficacy and social skills if opportunities to perform group tasks are
By using a set of leading questions, the direction of investigation is loosely defined but students are free to pursue the questions according to interests and personal ability. Students are equipped with the right questions to seek information to develop an individualized understanding of the concepts as seen in the use of prompting questions. An excellent chance to review any information learned is provided after the first part of the lesson, when students have to link together their information and key word into a concept map. During the next period, as a class the students will be able to initially evaluate their own concepts and the implications behind them when more complete terms and explicit lecture information is provided. Students can further revise their conceptualization of the topics presented when they complete the expanded
To support this, Alexandra Ossola from Brooklyn, New York, reported to The Atlantic that, “The study, published recently in the journal; Frontiers in Psychology, focused on students in two elite East Coast high schools, a population that has received surprisingly little research attention. The researchers surveyed and interviewed 128 students, teachers, and administrators about students; stress levels and coping strategies. They found that 49 percent of students reported feeling ‘a great deal of stress’ on a daily basis. Half reported doing three or more hours of homework per night, and 26 percent noted that they had been diagnosed with depression-over four times the national average of 6 percent.” This evidence proves that homework has become a major health problem because homework has caused these students to have lots of stress, and some have gotten depression. In addition, Sylvian Duval, from the Institute for Knowledge Mobilization, reported to Center For Advancing Health (CFAH) that, “Only about 8 percent of high school students get enough sleep on an average school night, a large new study finds.
Firstly, the questions in the numeracy test rely heavily on the student’s prior experiences in mathematics. So, instead of testing the mathematical understanding of the student, it tests how well the student has been taught mathematics. This became apparent to me when I was completing the test, because I found the questions that I had previously been exposed to at school a lot easier to answer. In comparison, I found the questions that I had never come across a lot more difficult, even if the actual mathematics involved was at a similar complexity level. This notion reduces the validity of NAPLAN due to the fact that it assesses how well the students have been directly taught for the test, rather than the mathematical ability of the students.
from tutors (Fung & Carr, 2000) as seen when, the format of such sessions deviated from students initial expectations in authors study conducted, students still rated the session highly as it was seen a”fruitful experience”. This is because as stated by Ogina and Mampane (2013) successful distance learning occurs, when there is contact between the tutor and the student, between the student and course material and active learning through interactions with other students. The importance of face-to-face sessions thus goes beyond bridging the gap between student and intuition, according to Beaudoin ( as cited in Ogina & Mampane ,2013) study material such as study guides, module worksheets are developed in such a way that the content and structure
I also agree with Cwikla when she tells about the precurricular understanding. In this she states you as a teacher should encourage the children to include mixed numbers and be able to carry on a conversation about the problem given. The younger students were able to look at a picture and tell what was going on in the picture and tell the observer what they can see. Most were able to identify the fraction and tell that there were some left over and some were being taken away. The younger students were also able to use more mathematical language than the older
The connection the author forms with the readers is similar to a student taking advice from an upperclassman. With this form of connection, this makes it easy to relay her argument that a growth mindset is set on learning. This study as evidence was effective in proving her general claim that the growth mindset is learning oriented but it was not specific enough which makes this evidence not entirely valid. There are a few vague details from