The Concept of Metacognition Earlier in the Spring semester, our psychology class did a lab over the concept of Metacognition, otherwise known as "thinking about thinking". During this lab assignment, we watched a couple of videos on YouTube and took a short learning styles assessment on Educationplanner.org. Through this, I quickly understood the concepts associated with metacognition as it pertains to psychology. In this essay, I will discuss metacognition in depth, as well my previous scores
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“You learn something every day if you pay attention.” Ray LeBlond (www.quotegarden.com, 2014) (Hutton, 2013). Learning is a lifelong occupation that we all do. From the time we take our first breath, to the time we die, we are learning. We learn to adapt to the changing world and surrounding us. Learning can be described as a river, when it is flowing it has life in it. However, when it stops life stops with it. We all are made differently and the way we learn or grasp new knowledge is not the same
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education system, however, cannot be seen to yield results unless a well drafted curriculum is drawn and implemented. This particularly scholarly piece of writing looks at the ideas of Jerome Bruner on effective learning and how such ideas can be put to use in a classroom situation for effective learning to take place. For Bruner a child beginning at infancy develops through three stages namely enactive stage characterised by direct manipulation of objects without any internal representation of the objects
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Elementary Education Standards (1999 ed-rev. 2003) - Summary DEVELOPMENT, LEARNING AND MOTIVATION 1. Development, Learning and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. CURRICULUM 2.1. English language arts—Candidates demonstrate a
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Reinterpreting the learning organisation Deb Stewart Introduction The concept of the learning organisation (LO) has gone through many combinations and permutations over the last decade in terms of theoretical development and attempts at practical application. The fervent interest in the LO stems from what Senge (1990; Senge et al., 1994) calls the age of globalisation where one source of competitive advantage is the ability and rate at which an organisation can learn and react more quickly than
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separation of the classroom and clinical teaching. This paper will outline the following processes: (a) the development of a concept-based curricular plan for a baccalaureate program, (b) the impact of a concept-cased curriculum (CBC) on the faculty, students, finances, community of interests, accreditation, and (c) examples of the integration of competencies. Development of Concept-Based Curricular Plan Nursing faculty are challenged with curriculum, for they are presenting an astronomical amount of
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Customized Learning Theory: Reflective-Constructivism Kylie-Anne Noreiga Liberty University EDUC 500: Advanced Educational Psychology Dr. Gary Smith October 8, 2014 Introduction An elementary school first grade classroom teacher has spent the last four months teaching his students concepts of basic addition and subtraction. Students continue to show progress in understanding of both addition and subtraction skills through direct instruction
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Cognitive Theorist – Jean Piaget Terry Cross University of Phoenix 10/17/2014 Contribution of the theorist in the field of learning Jean Piaget was one of the pioneer psychologists who concentrated on the systematic analysis of cognitive development. Jean Piaget contributed in the field of learning by developing a theory of cognitive development in children. His detailed and close observational studies of children’s cognition in addition to administering ingenious tests to children
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higher level of concept mastery. Assessments are one strategy that are most commonly used at the end of a chapter or unit. However they can also be used at the before a unit to see if students have any prior knowledge about a topic. It is crucial that a teacher knows that objective ability that they are testing for, it could even be helpful to write a test based on the curriculum before planning the unit that way the learning objective for each lesson will correspond with concepts they will need
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affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half
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