What Is Learning? Essay about Why Learning Is Important
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COMMENTS
What is taught and what is learned - Göteborgs universitet
therefore, what is taught is learned. If students do not learn, it is because they are not motivated enough or not able to learn. Others teachers describe short-term results of teaching outcomes as unpredictable and mysterious (cf., Kennedy, 1999; Lortie, 1975). How can relationships between teaching and student learning be understood?
What is taught is what is learned. - Academia.edu
This statement, “What is taught is what is learned,” debunks the idea that teaching and learning process must go hand in hand. There are some factors in learning process. It involves the teacher, the learner, its environment, motivation in learning and many more.
What is Learned and What is Taught - JSTOR
What is Learned and What is Taught Much of the knowledge children absorb is best acquired by exploration in the real world where they may freely, actively con struct their vision of reality, rather than be passively instructed about it. Such is the view of Piaget and other advocates of a "natural" approach to child development.
The gap between what it taught and what is learnt | Serendip ...
A blog post by HSBurke reflecting on the idea of voice in education and the paradox of pedagogy. The post explores the difference between what teachers intend to teach and what students learn, and the role of gaps and surprises in the learning process.
Teacher’s Perspectives on Learning – Educational Psychology
In particular, teachers’ perspectives on learning often emphasize three ideas, and sometimes even take them for granted: (1) curriculum content and academic achievement, (2) sequencing and readiness, and (3) the importance of transferring learning to new or future situations.
The learning process – Educational Psychology
This chapter explores how learning is defined, measured, and influenced by various factors, such as curriculum, sequencing, and transfer. It also discusses the distinction between teaching and learning, and the challenges of assessing and promoting learning in classrooms.
What is taught and what is learned. Professional insights ...
In a learning study, teachers work together with design, analysis and revision of their teaching of a single lesson with the aim of enhancing students’ learning by gaining insight about features that are assumed to be critical and enacting them in their teaching.
What is taught may not be what is learnt: Some preliminary ...
If we give learners grammatical rules or encourage them to discover rules for themselves, we are acting on the belief that rules make a valuable contribution to language description and that this kind of understanding helps promote learning.
Teachers’ perspectives on learning | Educational Psychology
In particular, teachers’ perspectives on learning often emphasize three ideas, and sometimes even take them for granted: (1) curriculum content and academic achievement, (2) sequencing and readiness, and (3) the importance of transferring learning to new or future situations.
‘The Objective of Education Is Learning, Not Teaching’
Teaching enables the teacher to discover what one thinks about the subject being taught. Schools are upside down: Students should be teaching and faculty learning. After lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture.
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COMMENTS
therefore, what is taught is learned. If students do not learn, it is because they are not motivated enough or not able to learn. Others teachers describe short-term results of teaching outcomes as unpredictable and mysterious (cf., Kennedy, 1999; Lortie, 1975). How can relationships between teaching and student learning be understood?
This statement, “What is taught is what is learned,” debunks the idea that teaching and learning process must go hand in hand. There are some factors in learning process. It involves the teacher, the learner, its environment, motivation in learning and many more.
What is Learned and What is Taught Much of the knowledge children absorb is best acquired by exploration in the real world where they may freely, actively con struct their vision of reality, rather than be passively instructed about it. Such is the view of Piaget and other advocates of a "natural" approach to child development.
A blog post by HSBurke reflecting on the idea of voice in education and the paradox of pedagogy. The post explores the difference between what teachers intend to teach and what students learn, and the role of gaps and surprises in the learning process.
In particular, teachers’ perspectives on learning often emphasize three ideas, and sometimes even take them for granted: (1) curriculum content and academic achievement, (2) sequencing and readiness, and (3) the importance of transferring learning to new or future situations.
This chapter explores how learning is defined, measured, and influenced by various factors, such as curriculum, sequencing, and transfer. It also discusses the distinction between teaching and learning, and the challenges of assessing and promoting learning in classrooms.
In a learning study, teachers work together with design, analysis and revision of their teaching of a single lesson with the aim of enhancing students’ learning by gaining insight about features that are assumed to be critical and enacting them in their teaching.
If we give learners grammatical rules or encourage them to discover rules for themselves, we are acting on the belief that rules make a valuable contribution to language description and that this kind of understanding helps promote learning.
In particular, teachers’ perspectives on learning often emphasize three ideas, and sometimes even take them for granted: (1) curriculum content and academic achievement, (2) sequencing and readiness, and (3) the importance of transferring learning to new or future situations.
Teaching enables the teacher to discover what one thinks about the subject being taught. Schools are upside down: Students should be teaching and faculty learning. After lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture.