We learned in last week the better methods to teach by SCL, t is the very common science in this squeeze. In this blog we will banister three theories for learning they are Behaviorism ,Cognitivism and Constructivism.
I would enclose for you video parts from some country defining clear how the teacher refect and training the student to reflections on student centred learning and the role of ICT.My trace it will be after watching from you.
I would enclose for you video parts from some country defining clear how the teacher refect and training the student to reflections on student centred learning and the role of ICT.My trace it will be after watching from you.
the video talking about SCL and confessor in the most of the countries as Hong Kong and Singapore.
My impression what we saw is the best way to build the student from attracting and encouraging in correct way for teaching. I hope so to apply it in all our country schools to see clear develop in our students from side of science like the most of the country.
from through explaining of my teacher, require us to work in groups and every group research in one of these theories than we discuss with every group to reach the concept for each theory, and this way is one of methods of SCL, which have positive results and visible in one time in other locality from the participating for all the student take their opinion and arrive to concept that the student can understand more quickly from other traditional way because the student who did the research for informations and not the teacher for that it easy to understand some informations are added from the teacher to the amount that he gained it from the past, what he stay in his memory and this are the good new modes, this is my thinking and opinion from side of group work.
1 comment:
You have thought well and hard about this lesson on educational theories. That is very good and you have shown that you have been searching on the Internet for other material about the subject, fantastic. You are making an excellent blog.
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