They are somewhat vague about how the contrasting learning needs of younger and older groups can effectively be met in a single classroom setting, but nonetheless note that there is a great need for community research to clarify this issue. The conclusions and attitudes of these authors are also much more accommodating of the differences in learners than those of Caudron.
Having noted the above, the article could benefit from a clearer explication of different teaching methods that could work not only for the different groups, but for integrated groups as well. Another limitation is that the article differentiates between two age groups, without acknowledging that there could be learning style differences within a single age group. While therefore accepting that there could be different learning styles, the article still treats these somewhat simplistically.
By far the most complex in terms of learning style application is McCarthy's article, which focuses on four students in the same age group, who learn in vastly different ways. Four different learning styles are identified, with suggestions on how to integrate teaching techniques to bring about the best in all of them, even if they are in the same classroom. The main distinguishing factor between this article and the others is that teaching techniques are not adjusted according to each learner's specific style, but rather that learners are expected to use their strengths in order to mitigate their weaknesses in order to make the best of the teaching provided.
Furthermore, another contrasting factor in this article is the fact that teaching is not focused on only one single aspect of a student group's learning need. Instead, the author acknowledges that each student brings to the classroom a variety of differentiated personality and learning traits. Instead of attempting to focus on each of these individually and creating a teaching approach that would address it, the "whole person" of each student is addressed by creating a teaching approach that is designed to both cater to the strengths and challenge the...
Teaching English as a Second Language in Middle School The teaching of ESL (English as a second language as countered to as a language that is foreign) has usually been a specialized activity that is experienced by, if not preserved for, individuals that are conventionally mentioned to as native speakers that are native English. Since there are now a lot more nonnative language ESL teachers than there were before, the area
Learning is one of the vital and fundamental elements in the life of a person that leads to growth and development, as it continues from birth till death. This learning process is noticeably witnessed by the individuals through the behavioral change pattern that occurs with the passage of time. In addition, the process commence from the time a person starts his education, matures and develops with their professional life (Kamble,
Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,
I chose this student as one I would mentor using the teaching techniques. I chose scaffolding techniques of personalizing the curriculum to his specific needs, working to determine what his interests were. After speaking with him, it was apparent he had little confidence in his ability to analyze, make intelligence remarks and confided in me he was intimidated by the far more participative students in the class. It was
Teacher Recruitment Examine how teacher recruitment evolved fifteen years Learning is a process that commences from the time of birth of any individual and has no limits to the extent to which a person may reach. It is for this reason that ministries of education and education boards as well as teaching fraternity unions and organizations have been established (Reynolds, 2010). Through these institutions, teachers are educated, trained, verified and employed into
Scaffolding serves as immediate need of creating lesson plan customization and support for specific student needs. Over time, I observed this student gain greater mastery of the subject and find purpose in studying American history. We set the goal of having him go to the whiteboard and lead discussions of World War I at least three times during the semester. We practiced and walked through concepts. As I learned
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