TEACHING METHODS 1. LECTURE This method presents factual matter in a direct‚ logical manner. It is generally useful in large groups and can stimulate thinking. However‚ the audience is usually passive as communication is one –way‚ and learning is difficult to gauge. Preparation – Needs clear introduction and summary; time and content limit; should include anecdotes and examples. 2. LECTURE WITH DISCUSSION This method involves the audience after the presentation and allows for questioning‚ clarification
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Problem Main Problem: The communication obstructions created by the lack of motivational stimulus present within a workplace. Specific Problems: 1. Bizarre nature of the institution’s financial arrangement. 2. Complicated compensation structure of the institution. 3. Peculiarity of the administrative powers vested to officials of the organization. 4. Unacceptable stance of the members of the institution at the superior levels. 5. Personal connection between employees. Objectives
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occurs. A great deal of information and research discusses the various perspectives and theories of learning. Theories in child development have evolved over time in order to improve children’s lives and assist educators by providing frameworks for teaching. This essay examines cognitive and behaviorist learning theories. Behaviorist theorists deem that behavior is shaped intentionally by influences in an individual’s surroundings. Information is learned and morality is developed by influencing
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Classical Approach of Macroeconomics After reading this chapter‚ you will be conversant with: • The Classical Aggregate Supply Model • The Keynesian Aggregate Supply Model • The Classical Analysis of Income Determination INTRODUCTION EARLIER WE HAVE SEEN THE ROLE OF AGGREGATE DEMAND IN DETERMINING OUTPUT AND EMPLOYMENT AT A GIVEN PRICE LEVEL. WE HAVE SIMPLY KEPT ASIDE SUPPLY SIDE AND ITS ROLE IN THE DETERMINATION OF OUTPUT AND EMPLOYMENT
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New Era University COLLEGE OF ENGINEERING AND TECHNOLOGY IE 574- INDUSTRIAL SAFETY TEACHING GUIDE 1. OBJECTIVES At the end of the class‚ students should be able to * Identify four main types of hazards to health and safety. * Explain the various routes of entry that chemical and biological hazards use to enter the human body. * Describe the short-term and long-term effects that hazards can have on an individual’s health and safety. * Identify types of environmental hazards
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Game Based Learning Web-Sites for Students Game Creation Web Sites for All Joyce McCawley www.bbc.co.uk/schools/bitesize/ One of the games on this site is found under KS2 and called Questionaut. It has all of the elements of a video game. There are strategies required to move from one level to another‚ the students answer various questions to move on and they are rewarded when they meet the goal. The designers change the questions frequently so the student is playing a new game when
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Teaching Strategies 1. Narrative The word derives from the Latin verb narrare‚ "to tell"‚ which is derived from the adjective gnarus‚ "knowing" or "skilled". A narrative (or play) is any account of connected events‚ presented to a reader or listener in a sequence of written or spoken words‚ or in a sequence of (moving) pictures. Narrative can be organized in a number of thematic and/or formal/stylistic categories: non-fiction (e.g. New Journalism‚ creative non-fiction‚ biographies‚ and
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The Science of Engineering Materials - BE 1300 Credits: 4 Materials fee: $20.00 Fall Semester‚ September 2 - December 18‚ 2003 10:40 – 12:00 p.m. Monday & Wednesday Engineering Building 1500 _______________________________________________________________________ Instructors: Prof. Guangzhao Mao Prof. Charles Manke Office: Rm. 1109 Rm. 1105 Phone: (313) 577-3804 (313) 577-3849 Fax: (313) 577-3810 (313) 577-3810 cmanke@eng.wayne.edu Email: gzmao@eng.wayne.edu TAs: Dinesh Aggarwal Ting Cao Jiumei
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activity is not a lesson plan. In fact‚ there is no need for a lesson plan to ever be seen‚ touched‚ considered or dreamed of by students‚ and nor does it even need to exist on paper or disk‚ though it usually does. A lesson plan is a teacher’s plan for teaching a lesson. It can exist in the teacher’s mind‚ on the back of an envelope‚ or on one or more beautifully formatted sheets of A4 paper. Its purpose is to outline the "programme" for a single lesson. That’s why it’s called a lesson plan. It helps the
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negotiations with the United Federation of Teachers‚ and greater public interest‚ we are enjoying "improved conditions". But in the two weeks that I have been here‚ conditions seem greatly unimproved. You ask what I am teaching. Hard to say. Professor Winters advised teaching "not the subject but the whole child". The English Syllabus urges "individualization and enrichment" — which means giving individual attention to each student to bring out the best in him and enlarge his scope beyond the prescribed
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