This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, organisational learning Nonaka & Takeuchi, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher or...
This guide is for anyone interested in teaching and learning languages, and thinking about teaching practices. It sets out a philosophy and proposes a frame of reference to aid teacher-thinking when designing mobile language learning in and beyond the classroom, informed by research conducted with teachers and learners in ESOL and EAP contexts.
Charles A. Wedemeyer was born in Milwaukee, Wisconsin in 1911. His education included a Bachelor of Science in Education with a major in English and a Masters in Education both from the University of Wisconsin-Madison ...
Ever since MS PowerPoint revolutionized corporate and marketing communication in the early part of the millennium, presenting ideas through attractive slideshows has become a mandatory component of any successful and engaging presentation.
Last week, I explained why disciplinary reading strategies are superior to the more general strategies taught in schools. That generated a lot of surprised responses. Some readers thought I’d mis-worded my message.
Metacognition is essential to creating proficient readers. If reading is all about creating meaning and making sense of text, then it makes sense that we infuse instructional strategies to help learners think about the way they ...
In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it (Morehead 2012).
In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it is actually dangerous). The term 'good practice' may be more useful, for in many (if not most) cases and places, learning from and adapting 'good' practices
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