Principles of Learning Sample Clauses

Principles of Learning. The variables that affect the learner in a learning situation.
Sample 1
Principles of Learning. Do students' experiences show opportune use of the principles of learning? Does the teacher build in productive uses of the principles of learning? Does the teacher interrelate concepts taught?
Sample 1Sample 2
Principles of Learning. ❖ Learning requires the active participation of the learner. ❖ Learning occurs in varying ways and at different rates. ❖ Learning is an individual and a social process.
Sample 1
Principles of Learning. Application in setting Meaning Teach for transfer Isolate critical attributes Concrete, semi-abstract, abstract Modeling Similarity of environment Active participation Vividness Feeling tone End without closure Breaking complex tasks Degree of guidance Close confusers Say-do Mnemonics Sequence and backward chaining Practice Continuity Cumulative review Knowledge of results Reinforcement Goal setting Keeping students open and thinking OBJECTIVES Clear objective: yes/no Level of difficulty: too hard, too easy, appropriate, stretches student to optimum match Sources: student, teacher, group, authority, contemporary life, culture, community, disciplines of knowledge, needs of learner, bodies of information, philosophy Type: generic, thinking, student learning (mastery), involvement, activity, coverage Is the type of objective a good fit for the content? TIME Allocated, engaged time Instructional time Adequate time for learning, High success time, Beginning and ending time, Scheduling and pacing SPACE Classroom arrangement: no teacher impact, conventional, varies experimentally, uniform but supports instruction Ownership and privacy Visible storage space, no dead space, no teacher blind spots, use of vertical space diagonal dividers, display area, active separated from quiet, boundaries, clear traffic patterns ROUTINES Kinds of routines: Housekeeping, class business work, habits and work procedures Purposes: Momentum, academic, or personal/social learning Communications: direct, specific, repeated, with positive expectations, modeling, tenacious, or consistent STANDARDS Standards: none, few consistent, low, too high, average, inspirationally vague, or high but reasonable Matching: no routines, few erratic routines, stable routines, stable and highly efficient routines, varied routines, alternatives, routines match individuals and group ASSESSMENT Significant, deliberate learning objectives Clear criteria for successes and models Tasks approaching or simulating real life experiences Methods of Data Collection: Observation of performance, examination of student products, written tests, interviews, simulations Good Records: checklists, profiles, portfolios Assessment is: absent, mismatched to content, appropriate to content, STRATEGIES OF TEACHING Models of teaching: Advanced Organizer Concept Attainment Inductive Thinking Inquiry Training Awareness Training Synectics Non-Directive Group Investigation Jurisprudential Social Inquiry Patterns of Instruction: Lecture...
Sample 1
Principles of Learning. This unit of instruction will shift the focus from teaching to the learner and the process of learning. Students will learn the stages of physical development and will differentiate between human growth and development. Theories in human development including Xxxxxx’s Cognitive Theory, Xxxxxxxx’x Sociocultural Theory, and Xxxxxxx'x Multiple Intelligences will be explored and discussed. Students will explore the relationship between physical, cognitive, social, and emotional development. Students will debate the importance and influence of heredity versus environment on human development. The influences of environmental factors on development such as family, peers, community, media, health, nutrition and physical activity will also be appraised. Students will define activities for children to aid in the development of gross and/or fine motor skills development. Formative Assessment: Personal Narrative of Teaching and Learning. Students will reflect about themselves as teachers and learning. Using a narrative outline, they will present a snapshot of an experience as a teacher or learner. The narrative must include setting, characters, problem, resolution, and lasting message.
Sample 1

Related to Principles of Learning

  • Principles of Interpretation No inference in favor of or against any Party shall be drawn from the fact that such Party has drafted any part of this Second Amendment. The Parties participated substantially in the negotiation, drafting, and revision of this Second Amendment, with advice from legal and other counsel and advisers of their own selection. A word, term or phrase defined in this Second Amendment may be used in the singular, plural, past tense or future tense, regardless of how it is defined, all in accordance with ordinary principles of English grammar, which shall govern all language in this Second Amendment. The words “include” and “including” in this Second Amendment shall be construed to be followed by the words: “without limitation.” Each collective noun in this Second Amendment shall be interpreted as if followed by the words “(or any part of it),” except where the context clearly requires otherwise. Every reference to any document, including the Agreement, refers to such document, as modified from time to time (excepting any modification that violates the Agreement), and includes all exhibits, schedules, addenda and riders to such document. The word “or” in this Second Amendment includes the word “and,” except where the context clearly requires otherwise. Every reference to a law, statute, regulation, order, form or similar governmental requirement in this Second Amendment refers to each such requirement as amended, modified, renumbered, superseded or succeeded, from time to time.

  • Definitions and Principles of Interpretation The following definitions in clause 1.1 shall be replaced as follows:

  • Principles of Construction All references to sections and schedules are to sections and schedules in or to this Agreement unless otherwise specified. All uses of the word “including” shall mean “including, without limitation” unless the context shall indicate otherwise. Unless otherwise specified, the words “hereof,” “herein” and “hereunder” and words of similar import when used in this Agreement shall refer to this Agreement as a whole and not to any particular provision of this Agreement. Unless otherwise specified, all meanings attributed to defined terms herein shall be equally applicable to both the singular and plural forms of the terms so defined.

  • Principles 1.1.0 The Trust will be governed by the employee representatives and the employer representatives, together with the Crown;

  • Cost Principles The Subrecipient shall administer its program in conformance with 2 CFR Part 200, et al; (and if Subrecipient is a governmental or quasi-governmental agency, the applicable sections of 24 CFR 85, “Uniform Administrative Requirements for Grants and Cooperative Agreements to State and Local Governments,”) as applicable. These principles shall be applied for all costs incurred whether charged on a direct or indirect basis.

  • Principles of Interpretation and Definitions (1) The singular includes the plural and the plural the singular. The pronouns “it” and “its” include the masculine and feminine. References to statutes or regulations include all statutory or regulatory provisions consolidating, amending, or replacing the statute or regulation. References to contracts and agreements shall be deemed to include all amendments to them. The words “include,” “including,” etc. mean include, including, etc. without limitation. (2) References to a “Section” or “section” shall mean a section of this contract. (3) “Contract” and “Agreement,” whether or not capitalized, refer to this instrument.

  • Definitions Principles of Construction Section 1.1

  • Venue and Governing Law The laws of the State of California shall govern the terms and conditions of this contract with venue in the County where the LEA is located.

  • Basic Principles The Electrical Contractor and the Union have a common and sympathetic interest in the Electrical Industry. Therefore, a working system and harmonious relations are necessary to improve the relationship between the Employer, the Union and the Public. Progress in industry demands a mutuality of confidence between the Employer and the Union. All will benefit by continuous peace and by adjusting any differences by rational common-sense methods.

  • Governing Principles 1. The implementation of this Memorandum of Understanding shall in all aspects be governed by the Regulation and subsequent amendments thereof.