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[10] Educators found they needed new skills as new technologies entered the field. Consequently, technology knowledge became an essential feature of teacher knowledge. Scholars proposed different frames about TPACK to promote a particular view, including ways and diverse perspectives on understanding and working with technology in the classroom.
The teaching medium is appropriate for the subject-matter and the students. The materials are self-paced or presented in a manner which suits the learner. A helpful discussion of the different programming techniques was given by Klaus.
Singapore math (or Singapore maths in British English [1]) is a teaching method based on the national mathematics curriculum used for first through sixth grade in Singaporean schools.
Judith Pearl Summerfield is an American scholar, teacher, curriculum/program developer, and writer. Professor Emeritus of English at Queens College of the City University of New York (CUNY), she served as University Dean for Undergraduate Education (2003-2009) at CUNY, and Dean for General Education at Queens College from 2009 until her retirement in 2015.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
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The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
New teachers often find expectations ambiguous, and they lack the self-awareness and understanding to navigate the educational environment. A transformative learning framework was used in a Foundations course, for participants to build on individual and collective analysis of teaching experiences, and to help them re-frame their practice.
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