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Origin of the cedilla from the Visigothic z A conventional "ç" and 'modernist' cedilla "c̦" (right). (Helvetica and Akzidenz-Grotesk Book) The tail originated in Spain as the bottom half of a miniature cursive z. The word cedilla is the diminutive of the Old Spanish name for this letter, ceda (zeta). [1]
Ç or ç (C-cedilla) is a Latin script letter used in the Albanian, Azerbaijani, Manx, Tatar, Turkish, Turkmen, Kurdish, Kazakh, and Romance alphabets. Romance languages that use this letter include Catalan , French , Portuguese , and Occitan , as a variant of the letter C with a cedilla .
The Felder Silverman Learning Style Model (FSLSM) is a type of learning styles based on a two-step process, where the individual first receives the information through an internal or external mean and then processes it. [32] Felder and Silverman discovered five areas that affected learning: [33] Active/Reflective; Visual/Verbal; Sensing/Intuition
The model was used at Gordon Training International by its employee Noel Burch in the 1970s; there it was called the "four stages for learning any new skill". [5] Later the model was frequently attributed to Abraham Maslow, incorrectly since the model does not appear in his major works. [6]
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.
The learning pyramid (also known as “the cone of learning”, “the learning cone”, “the cone of retention”, “the pyramid of learning”, or “the pyramid of retention”) [1] is a group of ineffective [2] learning models and representations relating different degrees of retention induced from various types of learning.
The theory of didactic learning methods focuses on the baseline knowledge students possess and seeks to improve upon and convey this information. It also refers to the foundation or starting point in a lesson plan, where the overall goal is knowledge.