In the paper “Instructional method and comprehension” the author analyzes Instructional method as the education mechanism. It is clear that instructions methods like lectures and other monolog technique do not efficiently improve the learning ability of the student in the classroom.
Thus, the terminology of ‘classroom management’ introduced in education with the objective is to create a positive relationship not only between teachers, but also among the peers themselves, and also to help those students who need psychological help (Stough & Emmer, 2001)
The two domains of Instruction and learning play the most important role in the learning process of an individual. Instructional and learning style approach is discussed below.
1 Instructional method
Methods are the means for instruction for the students. Mostly, instruction method depends upon the content, the students and the level of intellect of the students.
Content is categorized into three main domains of knowledge, i.e., skills, attitudes, and values. According to the content and a set goal, students are made to engage themselves actively in the learning process. While, teaching skill, it is necessary to alter the content giving the learners more practical exposure and pointing out the important practical aspects. When teaching attitude, those methods are used which are required to apply in particular situations.
There is several level of learning the knowledge of the content from simple recitation without complete understanding to learning so well that the learner has full understanding of listing, discussion, analysing, practical application, and extrapolation of the knowledge in a naïve situation (Bloom et al., 1956). ...
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(Instructional Method and Comprehension Essay Example | Topics and Well Written Essays - 2000 Words)
“Instructional Method and Comprehension Essay Example | Topics and Well Written Essays - 2000 Words”, n.d. https://studentshare.net/education/719038-instructional-method-and-comprehension.
Duignan describes several themes centered around the following issues: 1.) The functions of leadership. 2.) Paradoxes concurrent with educational leadership 3.) Leadership competencies and evaluation standards. In essence, leadership requires essence and authenticity, an exploration of the need for educational leaders to hone the universal qualities of leadership with an emphasis on ethics and management during uncertain times.
While all can be applied to any of these three types of texts, some seem to naturally go with one more than another.Choosing “the best” for each one is not really possible, because teacher personality, state standards and concerns such as class size and student grouping all have bearing on which comprehension strategy should be used.
The graphic organizers that are used in learning comprehension include concept maps, story maps, semantic maps, unit organizers and Venn diagrams. Regardless of the name of the graphic organizer, they all deliver the same information. They help the students understand what they read in text books and the information that is in picture books.
A democratic approach is one whereby learners are provided with an interactive environment where they can express their views, opinions, suggestions and have an opportunity to support their arguments. It is involves both the teacher and the learner where the teacher comes up with the topic to be discussed which is open to any form of criticisms or additions to the main point.
In ancient and medieval times, both rhetoric and dialectic were understood to aim at being persuasive (through dialogue). The aim of the dialectical method, often known as dialectic or dialectics, is to try to resolve the disagreement through rational discussion.
human plasma was prepared by mixing 4 mL of human plasma (normal pooled) (Sera Laboratories International) with 96 mL 0.05 M carbonate-bicarbonate buffer. The preparation was stored at -20°C.
The antioxidants used were tannic acid (Alfa Aesar), epigallocatechin
ther vocabularies, their word recognitions strategies, and their knowledge of textual aspects such as context clues, sound-letter correspondence, images and sentence structure to comprehend the meaning of new words.
By the end of the lesson, if a poem is introduced more than 80
The map allows students and teachers to work with the propositions and concepts instead of the rote memorization of facts.
Concept maps are generative and evocative. They play a crucial role in evoking prior knowledge, in
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