But overall, she tried to use positive reinforcement such as praise, using mnemonic devices to encourage students to remember material, and asking them to repeat what they had learned. In other words, observation was an instructional tool used in structured as well as unstructured settings. An additional tool was repetition and reinforcement.
Students kept their corrected assignments in folders, which enabled the teacher to look at past assignments, and see if certain concepts were proving to be persistent problems. It also ensured that assignments could be more easily sent home for parental review and would not (hopefully) get lost if they were taking home loose in a backpack. Assignments spanned a wide range of workbook assignments, encompassing more open-ended and creative activities like compositions, as well as tests and quizzes.
The teacher said she often made frequent use of team-based activities that drew upon a full range of student's artistic as well as verbal and spatial elements, like building a replica of a building from history (the Egyptian Pyramids), answering workbook fact sheets as a group, or presenting lab experiment findings to the class. Other in-class challenges included smaller and less elaborate assignments like answering questions about a story together. Students were graded both individually and as a group for these team assignments. Although I could not observe...
This level of the maturity model is a transitory one and is focused more on either small, incremental gains from the first level, which is Reacting. In the Reacting layer of this proposed Branding Maturity Model, the majority of brand departments have a decidedly "every department for itself" approach to process maturity and have information flow that is purely dependent on personal productivity applications only. That is to say
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