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A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]
Cumulative learning is a hallmark of human cognition, offering an integrated view of processes that have been previously treated in isolation. [3] At the heart of it is unification - new information is integrated by default with already acquired knowledge. [ 3 ]
Pedagogy (/ ˈ p ɛ d ə ɡ ɒ dʒ i,-ɡ oʊ dʒ i,-ɡ ɒ ɡ i /), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how ...
Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards skills rather than content. [8] [9] These educators view content as a vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including application ...
Assessment also consists of personal, thorough interpretation of students' performance in the context of what their out-of-school life. Non-traditional constructivist assessment strategies include: Oral discussions: The teacher presents students with a "focus" question and allows an open discussion on the topic.
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 ...
Further, as a framework for teacher knowledge, it is not accompanied by specific recommendations or strategies for how to help develop this body of knowledge for teachers. [38] Finally, scholars have noted that is unclear whether the TPACK framework promotes the type of reform-oriented teaching encouraged in new standards and curricula.
The International Society for Exploring Teaching and Learning (ISETL) has as its purpose "to encourage the study of instruction and principles of learning in order to implement practical, effective methods of teaching and learning; promote the application, development, and evaluation of such methods; and foster the scholarship of teaching and ...
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