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The outcome of reading comprehension is the mental representation of a text meaning that is combined with the readers’ previous knowledge. This is called a mental model (Johnson-Laird, 1983) or ...
12 de ago. de 2015 · This article argues that one of the main goals of social or civic studies is to empower students. However, traditional teaching practices often have the opposite effect of disempowering students. Traditional teaching practices are understood to emerge from the history and context of public schooling, from early practices, which have been reified.
15 de may. de 2019 · Another example would be teaching students to use a free text reader like the Read and Write extension for Google Chrome or a voice-to-text tool like those available in Google Documents. Students may choose not to use them, but they’re a good option for students who happen to retain information better when they hear it or who have a disability that interferes with writing.
27 de feb. de 2008 · Professionally agentic teachers are characterized by perceiving learning as a fundamental part of their teaching [48], having an active and accountable stance for their own and others' learning ...
Teachers need to make their expectations clear, and may do so in the form of a detailed rubric. Benefits of Using Multiple Intelligences Theory in the Classroom. Using Multiple Intelligences theory in the classroom has many benefits: • As a teacher and learner you realize that there are many ways to be “smart.”
30 de may. de 2015 · Prior research on peer assessment often overlooks how much students learn from providing feedback to peers. By practicing revision skills, students might strengthen their ability to detect, diagnose, and solve writing problems. However, both reviewer ability and the quality of the peers’ texts affect the amount of practice available to learners. Therefore, the goal of the current study is to ...
The conversational framework emphasises interactions between teachers, learners, peers and the learning environment at both the conceptual and practice level. Laurillard identified six types of learning activities: acquisition, practice, discussion, inquiry, collaboration and production in Teaching as a design science (2012) and mapped these to the conversational framework.
