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Theory of Knowledge is a course created by the IB organization and must not be conceived as pure epistemology. This course involves a process of exploring and sharing students' views on "knowledge questions" (an umbrella term for "everything that can be approached from a TOK point of view"), so "there is no end to the valid questions that may arise", "there are many different ways to approach ...
Nonaka's view may be contrasted with Polanyi's original view of "tacit knowing". Polanyi believed that while declarative knowledge may be needed for acquiring skills, it is unnecessary for using those skills once the novice becomes an expert. Indeed, it does seem to be the case that, as Polanyi argued, when people acquire a skill, they acquire ...
The challenge point framework, created by Mark A. Guadagnoli and Timothy D. Lee (2004), provides a theoretical basis to conceptualize the effects of various practice conditions in motor learning. This framework relates practice variables to the skill level of the individual, task difficulty, and information theory concepts.
Henriques used the meta-perspective offered by the ToK to argue how one can retain the key insights from each school of thought, identify errors and points of confusion, and integrate the insights into a coherent whole. Cultural and personality psychologist, Michael Katzko, [10] however critiques Henriques' position on "the problem of psychology":
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The Washington Post describes The Leadership Challenge as a "business-meets-self help canon." [1] Carmine Gallo and Tom Gerace have cited The Leadership Challenge as an important book in developing their leadership skills. [5] [16] Verne Harnish described the book as "one of the five most important leadership books ever written." [17]
Challenge refers to situations in which an individual does not have the skills, knowledge, or attitude to cope. Support refers to buffers in the environment that help the individual to successfully meet challenges. Sanford speculated that if students are met with too much challenge, they could regress in their developmental growth and give up ...
It was possible to embed local curriculum in the framework. The full strategy involve approaches to learning strategy, concept-driven teaching and the global context strategy, and school organisation with collective planning, vertical structuring and cooperation with the community. [3]