AGRICULTURAL EDUCATION: Definitions and Implications For
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What Do We Mean by Literacy? Implications for Literacy Education
education: (a) the meaning of literacy and (b) its implications for literacy education. It begins with a discussion of the meaning of literacy by reviewing
Definition aims
philosophies & their education
Understanding the Implications of Online Learning for Educational
Education 2007). In this brief both teacher-led instruction and resources designed to instruct without the presence of a teacher meet the definition of fully.
CHAPTER 9: Educational Implications
If we define education as a teaching-studenting process in which there is guided intentional learning
Innovation in Higher Education: Implications for the Future
An emphasis on quality while not necessarily innovative according to the common definition of innovation (the introduction of a new idea
: educational implications?
23 Jan 2019 Define intelligence. Discuss the theory of. Structure of Intelligence as proposed by Guilford'. What is .its educational significance? 2+8+5.
Artificial Intelligence and the Future of Teaching and Learning (PDF)
1 May 2023 The implications are similar at all levels of education and the Department intends ... educational system and assigning meaning to those patterns ...
Educational Philosophies Definitions and Comparison Chart
These educational philosophical approaches are currently used in classrooms the world over. They are Perennialism Essentialism
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From a student. 4. My teacher won't tell me the meaning of words I don't know when we are reading she says I must wait until we
Educational Poverty in a Comparative Perspective: Theoretical and
contrast to the latter educational poverty is by definition an unacceptable state in At a policy level
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If we define education as a teaching-studenting process in which there is guided intentional learning
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An emphasis on quality while not necessarily innovative according to the common definition of innovation (the introduction of a new idea
AGRICULTURAL EDUCATION: Definitions and Implications For
Evaluation study no. 2: Rural development. New York: The United Nations. AGRICULTURAL EDUCATION: Definitions and Implications. For International Development.
Understanding the Education Philosophy and Its Implications
Philosophy and Its Implications According to Socrates-“Education means bringing out of the idea of universal ... This definition emphasis on creation.
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What Do We Mean by Literacy? Implications for Literacy Education
a critical examination of two interrelated aspects of literacy education: (a) the meaning of literacy and (b) its implications for literacy education.
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The “ingredients” approach to specifying costs adapted from Levin and McEwan (2001) suggests determining all the types of costs associated with developing and running a program and assigning a value to each (see appendix for additional resources that look at this approach more deeply)
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This document is provided to assist State Educational Agency (SEA) staff in considering key provisions and implications for students with disabilities (SWD) in the ESSA as they continue work to ensure that every child has an equitable opportunity to s?d and the supports necessary to do so This resource is intended to:
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- suggested implications for teaching, five issues have been selected for discussion. These are stage-based teaching, uniqueness of individual learning, concep-tual development prior to language, experience in-volving action, and necessity of social interaction. Volume XIX, Number 2 93
What does it mean to consider the implications?
- It is where you get to discuss your results and the entirety of all that it stands for. When writing implications, it is expected that you address your results, conclusions, the outcome, and future expectations; if there is a need for it.
What does an excellent education mean to you?
- An excellent education is something that imparts in you a perpetual thirst for learning. It is something that inspires you to learn than just study. Something that could teach to live life rather than just earning the livelihood. An education, that can create the ability to look at the world without prejudice/notions, to treat others the way ...
What do you mean by education?
- Education is a systematic process through which a child or an adult acquires knowledge, experience, skill and sound attitude. It makes an individual civilized, refined, cultured and educated. For a civilized and socialized society, education is the only means. Its goal is to make an individual perfect.
Suzanne M.Wilson
Michigan State University
andPenelope L. Peterson
Northwestern University
July 2006
WORKING
PAPERBESTPRACTICES
NEA RESEARCH
Theories of Learning and TeachingWhat Do They Mean for Educators?Suzanne M.Wilson
Michigan State University
andPenelope L. Peterson
Northwestern University
July 2006
WORKING
PAPERBESTPRACTICES
NEA RESEARCH
The views presented in this publication should not be construed as representing the policy or position of the National Education Association. The publication expresses the views of its authors and is intended to facilitate informed discussion by educators,policymakers,and others interested in educational reform. Alimited supply of complimentary copies of this publication is available from NEA Research for NEA state and local associations,and UniServ staff.Additional copies may be purchased from the NEA Professional Library, Distribution Center, P.O. Box 404846, Atlanta, GA 30384-4846. Telephone, toll free, 1/800-229-4200, for price information. For online orders, go to www .nea.org/books. Reproduction:No part of this report may be reproduced in any form without permission from NEA Research, except by NEA-affiliated associations.Any reproduction of the report materials m ust includethe usual credit line and copyright notice. Address communications to Editor,NEA Research.
Cover photo copyright © NEA 2006.
Copyright © 2006 by the
N ational Education Association A llRights ReservedNational Education Association
1201 16th Street, N.W.
Washington, DC 20036-3290
iiiThe Authors
Suzanne M. Wilson is a professor of education and director of the Center for the Scholarship of Teaching at Michigan State University. Her research interests include teacher learning, teacher knowledge, and connections between education reform and practice. Penelope L. Peterson is the dean of the School of Education and Social Policy and Eleanor R. Baldwin Professor of Education at Northwestern University. Her research encompasses many aspects of learning and teaching as well as the relationships between educational research, policy, and practice. vContents
Contemporary Ideas about Learning...............................................2Learning as a Process of Active Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Learning as a Social Phenomenon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Learner Differences as Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Knowing What, How, and Why . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Implications for Teaching and Teachers.............................................9Teaching as Intellectual Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Teaching as Varied Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Teaching as Shared Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Teaching Challenging Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching as Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
NEA Appendix: Tools for Instructional Improvement.................................23 1 Doing so requires a solid understanding of the foundation- al theories that drive teaching, including ideas about how st udents learn,what they should learn, and how teachers can enable student learning. This paper"s charge is to lay out the central ideas about learning and teaching that run throughout contemporary educational discourse. A hand- ful of significant ideas underlie most reforms of the last 20 years. Our frame includes three contemporary ideas about lear ning: that learning is a process of active construction; that lear ning is a social phenomenon,as well as an individ- ual experience; and that learner differences are resources, not obstacles.In addition, we discuss one critical idea about what counts as knowledge and what students should learn:that students need to develop flexible understanding,including both basic factual and conceptual knowledge,and must know how to use that knowledge critically. Our
frame is not a dichotomous one,holding that students have e ithercontent orprocess knowledge, that students are either passive oractive agents in their own learning.Rather, we argue that there are shifts in emphasis, moving from more traditional notions of learning and knowledge to conceptions that are broader and more nuanced. In light of those shifting ideas, we then briefly examine the implicat ions for teaching.Again,we focus on a few key id eas:that teaching is intellectual work; that teachers have arange of roles, including information deliverer and team c oach; that effective teachers strategically distribute (or share) work with students; and that teachers focus on challenging content. The "big ideas"of the paper can then be summarized as shown in Table 1. E ducation has always been awash with new ideas about learning and teaching. Teachers and administrators are regularly bombarded with suggestions for reform. They are asked to use newcurricula, new teaching strategies, and new assessments. They are directed to prepare students for the
new state standardized test or to document and assess students"work through portfolios and perform- anceassessments.Theyareurgedtouse research-based methods to teach reading and mathematics. Among educators, there is a certain cynicism that comes with these waves of reformist exhortations. Veteran teachers often smile wryly when told to do this or that, whispering asides about another faddish pendulum swing, closing their classroom doors, quietly going about their business. How are educators to sort the proverbial wheat from the chaff as they encounter these reform proposals?Contemporary Ideas about Learning
Scouring the shelves of any library or bookstore leaves one swimming is a sea of"isms"-behaviorism,constructivism, social constructivism-as well as lists of learning theories: multiple intelligences, right- and left-brain learning, activ- it ytheory, learning styles, Piaget, and communities of learners.Here we do not propose a comprehensive list of all contemporary ideas about learning. Instead, we focus on thr eebig ideas that underlie most of current scholarship and practice: learning as a process of active engagement; learning as individual and social; and learner differences as resources to be used, not obstacles to be confronted.Learning as a Process of Active Engagement
Perhaps the most critical shift in education in the past 20 y earshas been a move away from a conception of "learner as sponge"toward an image of"learner as active construc- torofmeaning."Although Plato and Socrates (not to men- tion Dewey) reminded us long ago that learners were not empty vessels, blank slates, or passive observers, much ofU.S. schooling has been based on this premise. Teachershave talked; students have been directed to listen (Cuban
1993).The assumption has been that if teachers speak
clearly and students are motivated, learning will occur. If students do not learn, the logic goes, it is because they are not paying attention or they do not care. T hese ideas were grounded in a theory of learning that focused on behavior. One behavior leads to another, behavioral-learning theorists argued,and so if teachers act in a c ertain way,students will likewise act in a certain way. Central to behaviorism was the idea of conditioning-that is, training the individual to respond to stimuli. The mind was a "black box"of little concern.But behavioral theorists had to make way for the "cognitive revolution"in psychol- ogy, which involved putting the mind back into the learn- ing e quation. As Lesh and Lamon (1992, p. 18) put it, "B ehavioral psychology (based on factual and procedural rules) has given way to cognitive psychology (based on mo dels for making sense of real life experiences." In this shift, several fields of learning theory emerged. Neuroscientists,for example,learned that the brain active- ly seeks new stimuli in the environment from which to2Theories of Learning and Teaching
Table 1. Benchmarks for Learning and Teaching
Benchmarks for...
Learning
Knowledge
Teaching
Moving from...
Passive absorption of information
I ndividual activityIndividual differences among
students seen as problemsWhat: facts and procedures of a
disciplineSimple, straightforward work
Teachers in information-deliverer
roleTeachers do most of the work
Lessons contain low-level con-
tent, concepts mentioned; les- sons not coherently organizedTeachers as founts of knowledge
Moving toward...
Active engagement with information
B oth individual activity and collective workIndividual differences among students seen as
resources What, how, and why: central ideas, concepts, facts, processes of inquiry, and argument of a disciplineComplex, intellectual work
Varied teacher roles, from information deliverer
to architect of educative experiencesTeachers structure classrooms for individual and
shared workLessons focus on high-level and basic content,
concepts developed and elaborated; lessons coherently organized Teachers know a lot, are inclined to improve their practice continually learn (Greenough, Black, and Wallace 1987; Kandel and Hawkins 1992) and that the mind changes through use; t hat is, learning changes the structure of the brain (Bransford, Brown, and Cocking 2000). However, it is still too early to claim that neuroscience can definitely explain how people learn. The work of other cognitive theorists helps here. For example, research suggests that learners-from a very young age-make sense of the world, actively creating meaning while reading texts, interacting with the environ- ment, or talking with others. Even if students are quietly watching a teacher speak, they can be actively engaged in a process of comprehension, or "minds on" work, as many teachers describe it. As Bransford, Brown, and Cocking (2000rote,"It is now kno wn that very young children are competent,active agents of their own conceptual devel- opment.In short,the mind of the young child has come to life"(pp.79-80).This cognitive turn in psychology is oftenquotesdbs_dbs14.pdfusesText_20[PDF] implications definition psychology
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