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Reflection allows students to "compare their own problem-solving processes with those of an expert, another student, and ultimately, an internal cognitive model of expertise" (p. 483). [1] A technique for reflection would be examining the past performances of both an expert and a novice, and highlighting similarities and differences.
Mastery-based learning methods emphasize that instruction should be tailored to the individual time needed for each student to master the same content. This is very much in contrast with classic models of teaching that focus on varying student abilities and allocation of equal time and instructions irrespective of the students' unique needs.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
The gradual release of responsibility (GRR) model is a structured method of pedagogy centred on devolving responsibility within the learning process from the teacher to the learner. This approach requires the teacher to initially take on all the responsibility for a task, transitioning in stages to the students assuming full independence in ...
Western Governors University has used a competency-based model of education since it was chartered in 1996. [ 15 ] The Mastery Transcript Consortium is a group of public and private secondary schools which are working to utilize competency-based learning as part of their effort to create a new type of secondary school transcript .
A classroom in Norway. Learning theory describes how students receive, process, and retain knowledge during learning.Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
A more recent articulation, "Revisiting the Six Stages of Skill Acquisition," authored by Stuart E. Dreyfus and B. Scot Rousse, appears in a volume exploring the relevance of the Skill Model: Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields (2021). [3]