GAGNE’S CONDITION OF LEARNING 1. Different instruction is required for different learning outcomes. Gagne named the five categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. A. VERBAL INFORMATION - Starting previous learned materials such as facts, concepts, principles and procedures. B. INTELLECTUAL SKILLS - Discriminations: distinguishing objects, features or symbols. - Concrete Concepts: identifying classes of concrete objects
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Understanding the concepts of four fundamental operations – addition, subtraction, multiplication and division of integers will keep the learners confident to step up to higher math but keeps returning to the basic mathematical concepts since K to 12 curriculum is a spiral progression. These operations are also known as arithmetic, the Do-Re-Mi of Mathematics (Byrce, 2016). One of the learners’ gaps who enter in high school has difficulty in their basic mathematical skills and concepts especially in
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Concept maps require students to identify, organize, and interpret key information in order to establish relationships between content (Davis, 2009). Davis (2009) explains that studies show that students who use concept maps achieve at higher levels and retain information longer. It makes sense that any strategy that requires the student to synthesize and interpret information in order to recognize relationships would increase engagement with the actual content of a lesson leading to retained learning
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Mary Mason May 5, 2013 Course: EDU 313 Professor Rick Holbeck | Poor | Fair | Good | Excellent | Outstanding | Crust | The crust is still in dough form. The crust still taste like uncooked flour. | The crust is thin and doesn’t have any flavor. The crust if hard and cannot bend. | The crust can bend and has a little flavor to it. The crust is flaky and not too hard for you to crew. | The crust is bendable and taste good. The crust is flaky and good for you to eat. | The crust is very
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Interface Design for Computer-based Learning Environments Marshall G. Jones Northern Illinois University Email: mgjones@niu.edu James R. Okey The University of Georgia [pic] Research in the area of user interface design for computer-based learning environments (Jones, 1993) found that screen and interface design should be considered at the same time during the design and development process. Additionally, the research produced a list of interface design concepts and a corresponding list of guidelines
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continue learning that subject. Then I realized that I learned best in a pro active teaching/learning environment where a subject or concept was introduced and then having it broken down into layers going from the concept of simple to complex until I gained an understanding of what was presented. This type of teaching motivated me to want to learn more on the subject and this style of teaching is what I want to bring to my students. I want to motivate students to be pro active in their learning, empowering
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fraction is one of the mathematics topics children find it difficult to solve. In view of this many school children find it very difficult to understand its concept. Pupils have poor concept of fractions due to the fact that teachers who often handle this topic do so poorly and without the aid of relevant teaching learning materials. The learning of fractions in the widest sense begins before the child goes to school. The child’s first contact with fraction is through everyday use and conservation
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Not the mathematical side but the idea of completing a test. I am an adult that feels they are competent in mathematical concepts, but when put under time restraints and knowing that some of the questions could have more than one answer, I felt the pressure. I used my results from the First Five Years Mathematics Competency Test to identify mathematical areas and concepts that are my strengths and areas that could be developed. I answered all 15 questions correct, but for two questions I didn’t
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Introduction Learning organizations is not a term familiar to many. The image that may appear in an individual’s mind when the term learning organization is mentioned may be that of a tutor, place of higher education, or even a church. While all of these could technically be defined as learning organizations, that is not the type of learning organization this paper explores. The learning organization literature that this paper explores is defined as the role of an institution in setting up a
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“You learn something every day if you pay attention.” Ray LeBlond (www.quotegarden.com, 2014) (Hutton, 2013). Learning is a lifelong occupation that we all do. From the time we take our first breath, to the time we die, we are learning. We learn to adapt to the changing world and surrounding us. Learning can be described as a river, when it is flowing it has life in it. However, when it stops life stops with it. We all are made differently and the way we learn or grasp new knowledge is not the same
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