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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.
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Pre-assessment is a test taken by students before a new unit to find out what the students need more instruction on and what they may already know. A pre-assessment is a way to save teachers time within the classroom when teaching new material. It is a great way to find out more about the students, what they are interested in and how they learn ...
A teacher has many reasons for using KWL charts in the classroom. First, a KWL chart activates students' prior knowledge of the text or topic to be studied. By asking students what they already know, students are thinking about prior experiences or knowledge about the topic. Next, KWL charts set a purpose for the unit.
The problems or issues typically pertain to phenomena or events to which students possess limited prior knowledge (Schmidt & Loyens, 2007). The first component of problem-based learning is to discuss prior knowledge and ask questions related to the specific problems or issues (Schmidt & Loyens, 2007).
Mastery learning is an instructional strategy and educational philosophy that emphasizes the importance of students achieving a high level of competence (e.g., 90% accuracy) in prerequisite knowledge before moving on to new material. This approach involves providing students with individualized support and repeated opportunities to demonstrate ...
It has been suggested that effective teaching using discovery techniques requires teachers to do one or more of the following: 1) Provide guided tasks leveraging a variety of instructional techniques 2) Students should explain their own ideas and teachers should assess the accuracy of the idea and provide feedback 3) Teachers should provide examples of how to complete the tasks.
In the traditional classroom, students take a passive role in the learning process. Knowledge is considered to be a collection of facts and procedures that are transmitted from the teacher to the student. In this view, the goal of education is to possess a large collection of these facts and procedures. [3]