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Student development process models. Student development process models can be divided into abstract and practical. There are dozens of theories falling into these five families. Among the most known are: [7] Arthur W. Chickering's theory of identity development; William G. Perry's cognitive theory of student development
The Dreyfus Skill Model proposes that a student passes through five distinct stages of novice, advanced beginner, competence, proficiency, and expertise, with a sixth stage of mastery available for highly motivated and talented performers. Animating the Skill Model is a common experience.
There are many core characteristics of PLCs including collective teamwork in which leadership and responsibility for student learning are extensively shared, a focus on reflective inquiry and dialogue among educators, collective emphasis on improving student learning, shared values and norms, and development of common practices and feedback. [13]
The role of professional development is to assist educators in gaining awareness of their habits of mind regarding teaching. [40] As this professional development occurs, educators critically examine the assumptions that underlie their practice, the consequences to their assumptions, and develop alternative perspectives on their practice.
Positive youth development is both a vision, an ideology and a new vocabulary for engaging with youth development. [11] Its tenets can be organized into the 5 C's which are: competence, confidence, connection, character, and caring. When these 5 C's are present, the 6th C of "contribution" is realized. [17]
Lifelong learning is the "ongoing, voluntary, and self-motivated" [1] pursuit of learning for either personal or professional reasons.. Lifelong learning is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development.
The constructivist method is composed of at least five stages: inviting ideas, exploration, proposition, explanation and solution, and taking action. [5] The constructivist classroom also focuses on daily activities when it comes to student work. Teaching methods also emphasize communication and social skills, as well as intellectual ...
[4] [5] Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement.