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The Felder Silverman Learning Style Model (FSLSM) is a type of learning styles based on a two-step process, where the individual first receives the information through an internal or external mean and then processes it. [32] Felder and Silverman discovered five areas that affected learning: [33] Active/Reflective; Visual/Verbal; Sensing/Intuition
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
Though the individual does not understand or know how to do something, they recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage. [1] Conscious competence The individual understands or knows how to do something.
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
Conferring is a process in which this can be accomplished. Conferring, as defined by Julie Kallio, is a "regular, goal-oriented meeting between the teacher and student(s) where they talk about learning progress, process, and/or products." Conferring, more simply, is a way to provide more personalized feedback.
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.
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.