Before any teaching session begins I would establish some ground rules with each new group of learners. I would explain the reasons for having these and promote discussion about what I expect from them as learners and what they can expect from me as tutor. I would most likely opt for a flip chart to write these down and use this activity to encourage participation by asking the group what they feel is important to them in terms of respect for each others individuality and what they feel is acceptable
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multiliteracies: Designing social futures. In B.Cope & M. Klantzis (Eds.)‚ Multiliteracies‚ literacy learning and the design of social futures (pp. 9-37). London: Macmillan. Walsh‚ C. (2006). Beyond the workshop. Doing multiliteracies with adolescents. English in Australia‚ 41(3)‚ 49-58 Winch‚ G.‚ Johnston‚ R.‚ March‚ P.‚ Ljungdahl‚ L.‚ & Holliday‚ M Cope‚ Bill and Mary Kalantzis (eds)‚ Multiliteracies: Literacy Learning and the Design of Social Futures‚ Routledge‚ London‚ 2000‚ 350pp. | link Word Count – 2195
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Providing for Learning There is currently a renewed interest in language learning. As always‚ political and economic concerns play a major role in the nation ’s perception of the value of learning a second language (Met and Galloway‚ 1992). Furthermore‚ there is now a growing awareness of the role that multilingual individuals can play in an increasingly diverse society‚ and there is also a greater understanding of the academic and cognitive benefits that may accrue from learning other languages
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Enabling Learning and Assessment Assessment activities Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student‚ they can contain short answer questions‚ multiple choice questions etc. Worksheets are extremely valid because they are usually created by the awarding body
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PSYCHOLOGY REPORT LEARNING SPACES WINTER TERM 2011 TABLE OF CONTENTS I. Introduction……………………………………………………………………….3 II. Learning……………………………………………………………………………..3 1. Learning process…………………………………………………………....4 2. Learning styles………………………………………………………………..4 3. Learning theories……………………………………………………………5 III. Motivation………………………………………………………………………….5 1. Work motivation…………………………………………………………….6 2. Theories of motivation………………………………………………7-8 IV. Learning Spaces/Environment……………………………………………
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- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -27 X. Bruner’s Constructivist Theory - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -29 XI. Ausubel’s Meaningful Verbal Learning/ Subsumption Theory- - - - - - - - - - - 35 XII. Gagne’s Conditions of Learning- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --39 XII. References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 43 Introduction Education
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Should Special Needs Students Be Taught in an Inclusive Classroom? In 1975‚ the Individuals with Disabilities Education Act (IDEA)‚ was enacted by Congress to ensure that children with disabilities have the opportunity to receive a free appropriate public education in the least restrictive environment. Before IDEA was enacted‚ students with disabilities were taught in a regular education classroom‚ but were not given any accommodations to help them learn. IDEA’s purpose is to provide an education
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importance of e-learning in the modern business context E-Learning The challenges associated with introducing e-learning within organisations 1. Introduction: what is e-learning? 1E-learning is “the use of Internet and digital technologies to create experiences that educate fellow human beings” (Horton‚ 2001).Electronic learning is a term which is normally referred to computerised based learning. E-learning involves web-based
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Assessment Reform Group (2002) identifies ten principles to guide classroom practice in assessment for learning .Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning (AFL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning‚ where they need to be and how to achieve their goal. Black and William (1998) in their research
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LEARNING THEORIES - COGNITIVE LEARNING THEORIES CHAPTER l CHAPTER 5 Learning Theories - Cognitive Learning Theories 5 LE ARNI NG OUTCOMES After studying this chapter‚ you should be able to: 1. Explain what is cognitive revolution and the cognitive perspective on learning and how it differs from other theoretical perspective; 2. Discuss the origins of the contemporary cognitive perspective including the Gestalt psychology and the role of perception; 3. Describe
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