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Humanistic educators believe that both feelings and knowledge are important to the learning process. Unlike traditional educators, humanistic teachers do not separate the cognitive and affective domains. This aspect also relates to the curriculum in the sense that lessons and activities provide focus on various aspects of the student and not ...
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
It was the dominant approach to educational scholarship teacher education, and the philosophy of education, and in Germany from the Weimar Era to the late 1960s. Human Science Pedagogy is based on the educational work of Friedrich Schleiermacher , which was integrated by Wilhelm Dilthey into his conception of a multidisciplinary human science.
Barak Victor Rosenshine (August 13, 1930 – May 22, 2017) was an educational researcher and professor of educational psychology, who developed a set of teaching principles known as "Rosenshine's Principles of Instruction." These principles provided a bridge between educational research and classroom practice and are widely used in education.
Kirschenbaum founded and directed The National Humanistic Education Center in the 1970s-80s, coordinated a Humanistic Education Network, and published The Catalog for Humanizing Education in 1975. In one often-reprinted article he discussed teaching methods directed towards making students sensitive to life outside of their typical experience. [19]
This includes amount of study time and study strategies. Looking at their past study strategies can help them come up with strategies to improve performance. These are some of the ideas important to successful to hugging and bridging practices. [24] There are many benefits of transfer of learning in the classroom.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Instructional scaffolding is the act of applying strategies and methods to support the student's learning. These supports could be teaching manipulatives, activities, or group work. The teacher may have to execute parts of the task that the student is not yet able to do.