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Learning English as an Additional Language - Essay Example

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In the paper ‘Learning English as an Additional Language,” the author analyzes the ways of supporting learning for children teaching. Regarding science, they believe that their duty is to teach the material, and the children’s’ requirement is to learn the science…
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Learning English as an Additional Language
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Learning English as an Additional Language

Download file to see previous pages... Effective ways of supporting learning in Science for children are a decisive means to an important end, which is children learning science. The following are the principles that aid strategies that support learning in science for children. The first principle is to accept measures of responsibility for the children if they struggle and/or fail to learn science. The level of responsibility accepted depends on the children’s degree of effort to learn. If children and teachers equally participate and contribute in the learning, it is the teacher who is responsible when children come across difficulties. Also, the teacher should be capable in modifying instructions so as to assist struggling and failing children improve. The practical strategy listed below explains precise articulations of the beliefs and dispositions of effective application of strategies that support learning in science for children. For some principles, their feasible applications enumerate actions for effective theory and practice of strategies that support learning in science for children. Teachers who view this as the main goal and support the practice of various strategies as a purposeful means help all children learn (Ammon, 2006). ...
 Believe that all children can and will learn. Create a challenging, but not- intimidating science learning atmosphere. Commit to the learning and academic growth of all children. Picture yourself as able, dependable and positive. Believe that one can practice strategies that support learning in science for children efficiently, and that effective teaching will guide positive learning outcomes. Core scientific ideas Teachers have long taught children science as a sequence of lessons, and reading assignments on its body of knowledge. If practical experiment activities are included, they focus only on the development of practical skills and techniques, not on understanding scientific ideas through questions. Such practice of a strategy in learning science falls short of preparing children for higher learning. Nowadays, children live in a world full of things of scientific inquiry. When children complete their formal learning, they will go into an environment crammed with products that will be as a result of scientific inquiry. Today’s children must learn how to do scientific inquiry and use this information to take actions that will impact in their growth and their future. To prepare children to live and be prepared for advanced learning in science, teachers are required to make room for scientific inquiry by reducing the emphasis on teaching science as a sequence of teaching and reading assignments on scientific knowledge. In addition, teachers must to a great extent reduce their coverage of non-essential scientific knowledge. ...Download file to see next pagesRead More
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