Search results
Results from the WOW.Com Content Network
Content theory is a subset of motivational theories that try to define what motivates people. Content theories of motivation often describe a system of needs that motivate peoples' actions. Content theories of motivation often describe a system of needs that motivate peoples' actions.
The national Conference on College Composition and Communication (CCCC) is a national professional association of writing instructors in the United States, the largest organization dedicated to writing research, theory, and teaching pedagogy worldwide. At the annual CCCC convention, pedagogues from around the country deliver their recent ...
In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration. [6] The classic definition of PCK proposed by Shulman included one dynamic and complex relationship between two different knowledge bodies: content knowledge and pedagogical knowledge ...
Didactics is a knowledge-based discipline concerned with the descriptive and rational study of all teaching-related activities before, during and after the teaching of content in the classroom, which includes the "planning, control and regulation of the teaching context" and its objective is to analyze how teaching leads to learning.
These programs of study usually include composition pedagogical theory, linguistics, professional and technical communication, qualitative and quantitative research methods, the history of rhetoric, as well as the influence of different writing conventions and genres on writers' composing processes more generally. [4]
This can be done with partners or individually. Teachers can use this to plan the unit and could also use it as another activity by having the students research and answer their own questions. Teachers can also create a worksheet or use note cards to have the students do as homework to get into the classroom the next day.
Teachers often struggle to promote meaningful learning in the classroom. Ausubel criticized educators for over-relying on teacher-centered instruction, as opposed to student-centered instruction. He argues that students must take responsibility for their learning and actively try to understand the materials presented. [ 6 ]
Students can be given a variety of independent tasks but the assignments should reflect the other phases of instructional content. While students are working, the teacher's role is to circulate the room listening and making observations. Due to time restrictions in the classroom, independent work must be completed by the student at home.