Graphic meta-cognitive techniques are used in improving learning. One of the most important graphic organizers is the concept map. A concept map enables students and teachers to organize their concepts, in addition to determining…
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Concept mapping is mainly used in science classes. A concept map is a web diagram that is designed for sharing and gathering information, and exploring knowledge (Dempsey, 2004). Concept mapping is a strategy that is used in the development of a concept map. The concept map has cells or nodes that comprise of questions, items, concepts and links. These links are labeled in a manner to denote direction. The labeled links outline the association between the nodes, and the arrows show the direction of each of the relationships.
The material under consideration must be conceptually presented and clear with examples and language that are relatable to the prior knowledge of a learner. Concept maps are useful in meeting in this condition because they facilitate the identification of concepts held by learners. They also assist in the development of sequences of learning tasks. The second condition is that learners need to have relevant prior knowledge (Dempsey, 2004). This condition is necessary in building concept frameworks that present detailed and specific knowledge in all fields. The third concept is that learners need to choose to learn meaningfully. This condition requires the learner to have the motivation to learn by attempting to integrate meaning into prior knowledge.
Concept maps instill student participation and interest in their undertaking, particularly in literature and science courses. They also foster the appreciation of the discipline and critical thinking. Learners have the opportunity to grasp concepts that convey meaning to the knowledge they possess (Novak & Cañas, 2006). They can also picture the interaction between the meaning and concept. This helps them to see the powers of a concept map. Concept maps have the ability to externalize the thinking of learners, in addition to showing the connection between concepts and meaningful patterns (Indirect Instruction, 2009). The value of the maps is their
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This is just the initial step. It goes further by linking theory into practice and use this to transform action. In this paper, I shall demonstrate the conduct of action research by answering the question: “How can I use ICT (Information and Communications Technology) to improve teaching and learning Social Studies in the classroom?
Student centered and socially constructed science projects enable the learners to grasp and understand the concepts of the study of science. After the study some prescriptions were made to improve the standards of learning in middle school in order to properly tackle science projects.
A democratic approach is one whereby learners are provided with an interactive environment where they can express their views, opinions, suggestions and have an opportunity to support their arguments. It is involves both the teacher and the learner where the teacher comes up with the topic to be discussed which is open to any form of criticisms or additions to the main point.
In this case, a teacher should choose and select words and phrases understandable for a certain age group. A certain attention should be paid to small learners and students at the elementary school. Comprehensible input implies that the teacher, rather than the hearer controls the comprehensibility.
They also need to provide continuous and specific feedback to their students in the course of their regular instruction. There are also various grouping strategies that teachers can adopt while teaching their students such as whole class teaching, pair work and group work.
There are mainly two types of Instructional Strategies that are commonly used for classroom environment by different teachers, Co-operative Strategy and Collaborative Strategy. (Goleman, D. 1998)
This a type a strategy in which students are engaged with each other forming small groups to perform a similar task or assignment that has been given by the instructor.
Just as we change and mature in our profession, our students change and the methods which we use to teach them must mature and change as well. As various implications of our methods are discovered, good educators will strive to work out problems and identify ways to better implement and manage our chosen instructional methods.
During 1980s, it became leading archetype for school leaders after educational researchers observed that efficient schools typically had ideologies who put high emphasis on curriculum and instruction. In the first half of 1990s, focus to instructional leadership seemed to vacillate, shifted by arguments in relation to school-based management and facilitative leadership.
?s background is from the military where there are right and wrong answers for every problem whereas with Cynthia, she is more into a constructivist approach where the process of learning is more important than providing the right or wrong answer.
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They will, above all, be able to put into practice whatever they have learned in the future. English language is notably among the most complex subjects to teach and thus requires the application of proper strategies by teachers so that they may
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