¶ … teacher is no longer the person who holds all of the answers or the individual who is solely responsible for imparting knowledge.
"From the stage sage to the side guide"; these were the words of Alison King (1993). She suggested that the process of learning is active, and it should be about more than just sitting, listening, writing down notes and looking for the right answers. Students are passive and reactive instead of involved and proactive when they are in their auditoriums or classrooms. How can students become involved and proactive? There are different kinds of theories which explain the roles of both the student and the teacher, as well as what steps a teacher should follow to change into a facilitator. The theories include those of behavior, constructivism and learning. The academic faculty requires that students become active and take responsibility of the way they are taught (A.G. Nystrom, 2014).
The main objective of academics is that people learn through their whole lives. We see this in the teaching and learning approaches within institutions. The approaches are aimed at construction of knowledge instead of just transmitting the already existing knowledge. For this to succeed, education meant for information literacy should summarize problem-solving and critical-thinking abilities, and the ability to reflect. Educators should change their approach and use " side guide" instead of " stage sage," as per the constructivist method, which mainly aims at developing the ability of students to come up with questions that can be researched on and help them explore independently the subject under study. Learners are also required to take charge of the way they...
p17-30 Kuhlthau, C.C., Heinstrom, J., & Todd, R.J. (2008). The 'Information Search Process' Revisited: Is the Model Still Useful? Information Research,13(4) MacCharen, B.,Song.,J ., martens, J (2011).School Innovation: The Mutual Impacts of Organizational Learningand Creativity. Educational Management Administration & Leadership; Nov2011, 39 (6) p676-694, Lesson Plan Discussion of future possibilities and events using the auxiliary verbs will and will not Future tense using Will Objective At the end of this lesson, all the students should
E. The adult learners are always encouraged to understand why they need to study or learn a certain aspect, what can be its various potential categories and how it can be applied with minor adjustments in different scenarios. Furthermore, the andragogic learning processes encourage that the adult learner is an independent and self-dependent thinker and is able to draw in the previous experiences whenever required. Andragogic learning also encourages the
Because they are not formal and have more of the quality of brainstorming, however it would be rare for a class to only require journals as a method of assessment. While essays, portfolios, and journals are useful methods of assessment to grade the writing process and product and all develop the student's ability in the English language, for other subjects more interactive presentations may be useful to enhance the learning
We will include studies concerning memory recall in elementary students. Androes et al. (2000) asserts that memory recall is essential to reading comprehension in elementary students. The authors insists that reading comprehension is defined as the capacity to understand and recall the details, sequence, and meaning from written material (Androes et al. 2000; Klein 2000). Reading comprehension is a fundamental skill that is one of the critical elements of any
Brain-Based Learning There are various learning theories that educationists and psychologists come up with in elation to the process by which people and children in specific acquire knowledge f things that surround them. One of theories that help explain the learning process is the Brain-Based Learning theory. This is a theory that focuses more on the characteristics of the human brain and how that facilitates learning and ultimately education process at
Now we have examined two extremes in educational thought that have developed over the past century. Teacher centered and student centered philosophies differ significantly in their approach to the student-teacher relationship. Teacher centered philosophy does not depend on the student's wants and needs at all. Teacher centered philosophy uses antiquated methods, such as rote learning. However, these methods are quickly being replaced by a more student-centered approach. Student centered approaches
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