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[4] [5] This is his 2x2 matrix: classifying tasks as urgent and non-urgent on one axis, and important or non-important on the other axis. His quadrant 2 (not the same as the quadrant II in a Cartesian coordinate system) has the items that are non-urgent but important. These are the ones he believes people are likely to neglect, but should focus ...
Monitoring is not only concerned with learning, but effective learning for all, and therefore operates from a position of social justice. It helps to keep special interests and the marketization of education in check, by regulating the private sector to ‘ensure the application of standards adopted by education professionals working in both ...
This is referred to as a 'teachable moment.' It is important to keep in mind that unless the time is right, learning will not occur. Hence, it is important to repeat important points whenever possible so that when a student's teachable moment occurs, s/he can benefit from the knowledge." [1]
The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions.
A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute. Examples, analogies, and personal experiences also make learning come to life.
This method stems from a quote attributed to Dwight D. Eisenhower: "I have two kinds of problems, the urgent and the important. The urgent are not important, and the important are never urgent." [13] Eisenhower did not claim this insight for his own, but attributed it to an (unnamed) "former college president." [14]
The tools embrace Art Costa's [Habits of Mind] programme, Ruth Deakin-Crick's ELLI [5] [7] (Effective Lifelong Learning Inventory) self-report questionnaire for assessing the development of learning power and Guy Claxton's Building Learning Power (BLP) publications and materials. Some of these concentrate on practical routines and methods for ...
The worked-example effect suggests that learning by studying worked examples is more effective than problem solving, and a number of research studies have demonstrated this effect. Sweller and Cooper were not the first to use this form of instruction, but certainly they were the first to describe it from a cognitive load perspective.