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Teachers, according to UbD proponents, traditionally start curriculum planning with activities and textbooks instead of identifying classroom learning goals and planning towards that goal. In backward design, the teacher starts with classroom outcomes and then plans the curriculum, choosing activities and materials that help determine student ...
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Hartman's research in the areas of Teacher Practices focused on the use of using multiple texts in the classroom, leading discussions [7] in the classroom and shaping readers experiences through multiple texts. This area of research draws from the research in intertextuality but puts it into a practitioner lens for use by classroom teachers. [8]
The comparison can deal with any notable subjects such as abstract theories, concrete objects, intangible phenomena, etc. Comparisons are useful to convey information about different topics to show what makes each topic unique in its own right while showing the inherent similarities.
To compare things, they must have characteristics that are similar enough in relevant ways to merit comparison. If two things are too different to compare in a useful way, an attempt to compare them is colloquially referred to in English as "comparing apples and oranges." Comparison is widely used in society, in science and the arts.
In chapter 2, Freire outlines his theories of education. The first discussed is the banking model of education. He believes the fundamental nature of education is to be narrative. There is one individual reciting facts and ideas (the teacher) and others who just listen and memorize everything (the students).
Comparison (computer programming), a code that makes decisions and selects alternatives based on them; Comparison microscope, a dual microscope for analyzing side-by-side specimens; Comparison sort, a type of data sort algorithm; File comparison, the automatic comparison of data such as files and texts by computer programs
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]