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Thematic learning is closely related to interdisciplinary or integrated instruction, topic-, project- or phenomenon-based learning. Thematic teaching is commonly associated with elementary classrooms and middle schools using a team-based approach, but this pedagogy is equally relevant in secondary schools and with adult learners.
Phenomenon-based learning is a constructivist form of learning or pedagogy, where students study a topic or concept in a holistic approach instead of in a subject-based approach. Phenomenon-based learning includes both topical learning (also known as topic-based learning or instruction), where the phenomenon studied is a specific topic, event ...
In the thematic approach, an interpreter relies on a central theme (i.e., a major point or message) to guide development of a communication activity or device. In presenting the activity or device, the thematic interpreter develops the theme in such a way that it will be highly relevant to an audience.
Theme-centered interaction (TCI) is a concept and a method for working in groups.Its aim is social learning and development of the person. Since the nineteen fifties, TCI has been developed in the United States by the psychoanalyst and psychologist Ruth Cohn, by the therapists Norman Liberman, Isaac Zieman and by other representatives of humanistic psychology.
A Small Learning Community (SLC), also referred to as a School-Within-A-School, is a school organizational model that is an increasingly common form of learning environment in American secondary schools to subdivide large school populations into smaller, autonomous groups of students and teachers. SLCs can also be physical learning spaces.
became crucial. This type of performance evaluation required the definition of both particular standards and broader objectives in the pursuit of educational goals. Second, these standards and assessment-based reforms also included the involvement and feedback of various stakeholders in both the public and the private sector.
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The integrative model is an interdisciplinary organization that combines, rather than separates, academic subjects, faculties, and disciplines. A departmental structure may be in place for each field or discipline, but the physical organization of the educational facilities may place different subject-based classrooms or labs in groupings, such as in a defined area, wing, or small learning ...
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