Answers about Decade - 1930s
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Indicating the true purpose of education is not drilling, or teaching a lot of useless facts (which one can find on the Internet anyway), nor submission to established societal values, but leading out that which already is within. An educator, then, is a person who helps one achieve the fullness of one's potential without trying to impose his own viewpoints. What the student learns must be relevant to him.
He should be encouraged to make connections between what is learned in the classroom and the experiences of his daily activities. This real-world context allows for the student to reflect upon the application of what he learns in the classroom. Carol Rodgers describes this reflection as a meaning-making process that moves the learner from one experience into the next with deeper understanding of its relationships with and connections to other experiences and ideas.
(845 Rodgers) One role of the teacher is to rouse this sort of reflection when it is appropriately related to the class material. If you loved this posting and you would like to receive extra facts about help with reading kindly stop by our web-page. When the student integrates his own interests and musings into class projects and discussions, the teachers should take his ideas seriously and motivate him to build upon them. The teacher's other core responsibility—to provide guidance and resources for students when they need them—includes ensuring that they have mastered fundamental concepts necessary for progressing toward more complex ideas.
Automaticity, the ability to effortlessly recall material gained from practise, "frees space in the student's working memory, which can be used for application and higher-level thinking" (64 Rosenshine). This automaticity is lauded in Direct Instruction as "perfect practise", which stresses the necessary "accuracy, fluency, endurance, momentum, retention, and maintenance" (21 Kuzioff) of the fundamental concepts in a given subject.
Automaticity is in itself a resource that is present in the student, and as a resource, the teacher should encourage its cultivation. These are all examples of how a student's pastimes and hobbies could be integrated into different subjects in a constructive manner. They demonstrate what Thomas Zane calls ‘domain definition', by "defining real-world, integrated tasks as opposed to listing a series of content topics or decontextualized knowledge components" (83 Zane, Part 1).
The ‘domains' essential to student-relevant education are those that the student thinks are important to him. In order to motivate the students, reading course the teacher must demonstrate the appeal of the class content to them. She may accomplish this by showing them how the material is relevant to the students' domains of interest. The teacher should attempt to appeal to as many of the students' domains as possible, and not favour one any over another (unless there is a general class consensus, or it is otherwise appropriate).
One method of doing this would be group interaction: and exercise might be to allow the students to bandy ideas and concepts in guided class discussion.
He should be encouraged to make connections between what is learned in the classroom and the experiences of his daily activities. This real-world context allows for the student to reflect upon the application of what he learns in the classroom. Carol Rodgers describes this reflection as a meaning-making process that moves the learner from one experience into the next with deeper understanding of its relationships with and connections to other experiences and ideas.
(845 Rodgers) One role of the teacher is to rouse this sort of reflection when it is appropriately related to the class material. If you loved this posting and you would like to receive extra facts about help with reading kindly stop by our web-page. When the student integrates his own interests and musings into class projects and discussions, the teachers should take his ideas seriously and motivate him to build upon them. The teacher's other core responsibility—to provide guidance and resources for students when they need them—includes ensuring that they have mastered fundamental concepts necessary for progressing toward more complex ideas.
Automaticity, the ability to effortlessly recall material gained from practise, "frees space in the student's working memory, which can be used for application and higher-level thinking" (64 Rosenshine). This automaticity is lauded in Direct Instruction as "perfect practise", which stresses the necessary "accuracy, fluency, endurance, momentum, retention, and maintenance" (21 Kuzioff) of the fundamental concepts in a given subject.
Automaticity is in itself a resource that is present in the student, and as a resource, the teacher should encourage its cultivation. These are all examples of how a student's pastimes and hobbies could be integrated into different subjects in a constructive manner. They demonstrate what Thomas Zane calls ‘domain definition', by "defining real-world, integrated tasks as opposed to listing a series of content topics or decontextualized knowledge components" (83 Zane, Part 1).
The ‘domains' essential to student-relevant education are those that the student thinks are important to him. In order to motivate the students, reading course the teacher must demonstrate the appeal of the class content to them. She may accomplish this by showing them how the material is relevant to the students' domains of interest. The teacher should attempt to appeal to as many of the students' domains as possible, and not favour one any over another (unless there is a general class consensus, or it is otherwise appropriate).
One method of doing this would be group interaction: and exercise might be to allow the students to bandy ideas and concepts in guided class discussion.
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