MAKING FAMILIAR STRANGE (MFS) APPROACH OF SYNECTICS MODEL OF TEACHING - A TREATMENT FOR ENHANCING CREATIVITY AND ACADEMIC ACHIEVEMENT OF LEARNERS An ABSTRACT Submitted to Lovely Professional University In Partial fulfillment of the Requirement for the Award of the Degree of Master of Philosophy in Education Supervisor Investigator Dr. Ramandeep Kaur Uttam Thakur Senior Lecturer [pic] Lovely School of Education Department of Education Phagwara
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1999). These social tasks in many cases also provide the backbone for motivation. The following text will discuss how maturity and motivation affect "readiness to learn‚" and how educators can utilize these attributes to instruct adult learners. Maturity Adult learners normally bring a great deal of maturity‚ which is a product of self-confidence‚ self-awareness‚ and increased problem-solving skills (Newman & Peile‚ 2002). These factors combined with a multitude of independent social factors lead to
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Promoting a learner-centre approach for an assessment is a good way of in keeping with individual learning. Moreover it promotes independent study to a point‚ because it works hand in hand with the strengths and abilities of the student which gives them confidence in their ability so in that way they are motivated. This therefore is an open example of andragogy learning‚ which is self-directing and empowers to learn. It creates an impulse to self assess and self reflect‚ which is the best form of
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Traits and Skills Theory: A Doctoral Learner Comparison Approach in Understanding Leadership Traits and Skills Patricia Faison Grand Canyon University LDR 802 August 21‚ 2013 Traits and Skills Theory: A Doctoral Learner Comparison Approach in Understanding Leadership Traits and Skills Two empirical research studies were compared in the comparison matrix. The articles were located in the Grand Canyon University library. Article one written by Connelly‚ et al. (2000)‚ is entitled:
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1.2 Summarise the relevant policy and age related expectations of learners as relevant to literacy development in the setting When supporting pupil’s literacy development I need to be aware of our schools procedure‚ as they no longer hold a literacy policy. Our schools approach to the teaching of reading‚ writing‚ speaking and listening follow the national guidelines. What is R W Inc this is a lively and vigorous teaching of synthetic phonics where the children learn 44 common sounds in the English
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Having explored the three methods of setting ground rules during session 2 of PTTLS course‚ it is evident that for the ground rules to be effective‚ determining the appropriate method of ground rules setting is crucial to informing how the learners will be likely to respond to the ‘ground rules’ and how this will later affect the session or sessions to be delivered. The three methods of setting ground rules offer advantages and disadvantages depending on the context of the lesson and the dynamics
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and analyse your use of them with your learners. Why do you use them the way you do? Introduction A resource is described as something which can be turned to for support or help‚ or an available supply of something to be drawn upon when needed. (Grolier 1981) Resources are a valuable aid when teaching and will help teachers reach the differing Learning styles‚ needs and potential of learners. All resources used should meet the differing needs of learners‚ promote equality‚ support diversity and
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Ilenia Ward 10-6-13 UNIT 307 Outcome 2.4: provide constructive feedback to learners to help them understand what they have done well and what they need to develop On Wednesday I supported a group of children during literacy. The children had to write their own story using interesting sentences and vocabulary. The children watched a video and then they had to write their own story. During the activity I made sure all the children understood what they had to do and I wrote down notes
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co-operation between tutor and learners (Gravell and Simpson‚ 2008). Hence‚ ground rules should be established at the beginning of the session as they represent boundaries‚ rights‚ responsibilities and protocols of the group (Vizard‚ 2007). Also‚ students are aware what they are expected‚ where the boundaries lie and what will happen if the step over them. The ground rules could be elicited from the group and written down on a flip chart board with the opportunity for the learners to respond‚ add more or
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ground rules with your learners and which underpin behaviour and respect for others Ground rules are a way of setting acceptable levels of behaviour within a group. They should then be used and adhered to so that all members of the group enjoy the learning experience. Learners are all different when it comes to behaviour and respect for each other‚ therefore establishing ground rules will need to reflect this. Group discussions of all of their views‚ ensures that each learner feels that they have
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