These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. (Hickman D., 2000) When designing a performance task, educators should make sure that it requires application, not simply
Ames, 1992; Dweck & Leggett, 1988; Elliot & Church, 1997; Elliot & Harackiewicz, 1996; Maehr & Midgley, 1991; Midgley, Arunkumar, & Urdan, 1996). These researchers have examined and defined goal orientation in various terms. Most of the model propose two general goal orientations, which concern on the reason or aim of an individual when approaching and engaging in a learning process. Mastery, learning, task goal orientation, stand for similar understanding where learners are trying to develop new skills and gain in depth learning to improve their competence. For performance goal orientation learners are focusing on their performance of gaining positive judgement or public recognition and avoiding negative judgment, they are focusing on demonstrating their ability and skills to
Upon reflection, it was apparent to me that this particular unit I was formulating is rooted deeply in reading and writing, and because of this, I wanted to provide my students, especially those who have a reading or writing disability, with self-regulation strategies that tie into the projects and assignments that I administer. One of the self-regulating strategies I selected, the venn diagram graphic organizer, directly relates to one of the components of my summative assessment, as my students will be asked to compare and contrast different cultural norms from the country of their choice and the United States. For third graders, it can be difficult to organize their thoughts before completing a writing task, but by filling out a graphic organizer, my students will be able to visually map out each point they plan on making in their paragraph. This will enable my students to monitor their writing practices for the specific summative assessment, but a venn diagram can also be applied to any other writing assignment that requires two topics to be compared and
The Archangel Haniel, the graceful and loving “Angel of Miracles,” hears all of our prayers, knows all of our desires, nurtures our deepest needs, and brings about amazing and miraculous events for our highest and greatest good. There is nothing beyond her capability to manifest as long as what we desire and are trying to manifest is in accordance with what is good and true and pure, and is truly for our highest good. As a healer and a member of the Divine Sisterhood, Haniel is an angelic mother figure, and although she works most closely with women and feminine issues, cycles, moods, and rhythms, she embraces all those who are in need of nurturing and mothering. She is the archangel of pregnancy and childbirth, and remains close during
1. Meaning of “Inclusion” A disability may be generally defined as the result of the interaction between persons with impairments and attitudinal and environmental barriers that hinder their full participation in society on an equal basis with others. Persons with disabilities include those who have long term or intermittent physical, mental, intellectual or sensory impairments. Inclusion is the state of being included in all spheres of life without restrictions and limitations. It embraces the view that all individuals should be valued by society by ensuring that everyone can integrate and take part in all aspects of it.
2.3 Learning Styles Learning style is which way a person tends to process the new information, integrates and comprehends it (Baldwin, n.d). For instance, learning style refers to the category of communication preference and how a person prefers to take in and give out information (Anum Sidhu, n.d). The importance of our style of learning is if accommodated can result in improved attitudes towards learning and an increase in academic achievement, productivity, and creativity (Bates, Leary, 2001). Clearly, everyone has his own learning style. However, a person 's learning style is usually not limited to only one style, but rather, is some combination of them.
"Spiritulity refers to a broad set of principles that transcend all religions. Spirituality is about the relationship between ourselves and something larger. That something can be the good of the community or the people who are served by your agency or school or with energies greater than ourselves. Spirituality means being in the right relationship with all that is. It is a stance of harmlessness toward all living beings and an understanding of their mutual interdependence.” (Kaiser 2000) It involves the ways in which people fulfill what they hold to be the purpose of their lives, a search for the meaning of life and a sense of connectedness to the universe.
no. 7, continued Member Education All of our members benefit from Every Member Education. The chart to the right outlines the structure for education that falls under each pillar. The courses are meant to cover a variety of topics beyond the Kappa experience, including personal, professional and intellectual development. Below is an example from the Every Member Education Learning Portal.
USE QUESTIONING AND FEEDBACK TO CONTRIBUTE TO THE ASSESSMENT PROCESS UNIT 2, 6.4 LITERATURE REVIEW Harlen explains that there are two main reasons for assessing students: to help their learning and to report on what they have learned. He argues that researchers typically discuss these reasons as different purposes for assessment and “mistakenly as different kinds of assessments that are somehow opposed to one another” (Harlen, 2007b). How can they achieve the aim? When learners know and understand these principles, the quality of learning will improve. Sharing this information with my learners will promote ownership of the learning aims and a sense of shared responsibility between me the teacher and learner to achieve those aims.
According to Viljoen and Pienaar (1971), to many fundamental pedagogicians the phenomenological method was the more appropriate scientific method for studying education. It was believed that this method, through ‘radical reflection’ on the instructive circumstance the fundamental pedagogician would figure out how to know the phenomenon (Enslin, 1984). Enslin (1984) states, that the pedagogic categories along with its corresponding criteria are used by pedagogicians to describe the educational situation. Viljoen and Pienaar (1971) recognise in there course reading titled ‘Fundamental Pedagogics’ three stages in experimental examination: the prescientific in which the first phenomena uncover themselves and which excite the wonderment of the researcher; the exploratory reflection on the marvel and the widespread assemblage of information gathered by reflecting and; the post-investigative collection of learning being executed . Viljoen and Pienaar (1971) recognised that amid the logical stage qualities are avoided, while in the prescientific and post-experimental stages, qualities or life-perspectives assume an unmistakable part.