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Both question types are used widely in language education in order to elicit language practice but the use of referential questions is generally preferred to the use of display questions in communicative language teaching. [3] [4] Display questions bear similarities to closed questions in terms of their requirement for short and limited answers ...
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
3D model used for teaching geometry. Instructional materials, also known as teaching materials, learning materials, or teaching/learning materials (TLM), [1] are any collection of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situations to help achieve desired learning objectives.
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
[1] [2] A major goal of pedagogical interpretive discussions is for students to delve deeply into texts in order to better understand their meanings. Pedagogical interpretive discussions typically culminate with syntheses of arguments presented, engaging students in critical thinking as they infer meaning from texts, formulate personal opinions ...
[2] [3] [4] It is an alternative to the wide range of mastery-based measurements, although the cost has historically been prohibitive for wide-scale adoption. To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle:
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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. [3] [4] On ...