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Phenomenon-based learning emerged as a response to the idea that traditional, subject-based learning is outdated and removed from the real-world and does not offer the optimum approach to development of 21st century skills. It has been used in a wide variety of higher educational institutions and more recently in grade schools. [1]
W.E. Coles Jr. suggests that teaching writing should be approached as teaching art, with the teacher serving as facilitator or guide for the student-writer's free expression; he also calls for classroom practices such as peer-reviews, class discussions, and the absence of grades, in order to best guide the self-identification he sees as crucial ...
In philosophy, a noumenon (/ ˈ n uː m ə n ɒ n /, / ˈ n aʊ-/; from Ancient Greek: νοούμενoν; pl.: noumena) is knowledge [1] posited as an object that exists independently of human sense. [2] The term noumenon is generally used in contrast with, or in relation to, the term phenomenon, which refers to any object of the senses.
Writing to learn assumes that being able to explain or express concepts in one's own words both builds and reflects understanding. Because the goal of writing to learn exercises is learning rather than a finished writing product, instructors are discouraged from paying attention to grammar and surface mechanics.
Writing education in the United States at a national scale using methods other than direct teacher–student tutorial were first implemented in the 19th century. [1] [2] The positive association between students' development of the ability to use writing to refine and synthesize their thinking [3] and their performance in other disciplines is well-documented.
James Nimmo Britton (18 May 1908 – 28 February 1994) was a British educator at the UCL Institute of Education whose theory of language and learning helped guide research in school writing, while shaping the progressive teaching of language, writing, and literature in both England and the United States after the Dartmouth Conference (1966) of Anglo-American English educators.
Models of Teaching is a book by Bruce Joyce and Marsha Weil about the use of group learning, role playing, synectics and other teaching techniques. [1] First published in 1972, [2] the book is in its ninth edition as of 2018. [3] Since the sixth edition in 2000, Emily Calhoun has also been listed as a contributing author. [4]
Thematic learning is closely related to interdisciplinary or integrated instruction, topic-, project- or phenomenon-based learning. Thematic teaching is commonly associated with elementary classrooms and middle schools using a team-based approach, but this pedagogy is equally relevant in secondary schools and with adult learners. A common ...