Existing literature has demonstrated that individuals learn differently and this significantly affects the learning outcomes that they achieve from learning experiences. “Individuals vary in their aptitudes for learning, their willingness to learn, and the styles or…
These strategies are classified under two categories: (1) Activity Based Strategies and (2) Cooperative Based Strategies. Furthermore, the last few sections of the paper will give an overview of the different learning style theories discussed by Jonnassen & Gabrowski (1993). This research hopes to gather information that will be instrumental for curriculum design and lesson delivery at USASMA.
Field Trips/ Staff rides. One of the methods used to develop leadership among military officers involves visiting a historical site and applying the theoretical understanding of the technical lessons in class. The process is able to link a historical event, preliminary studies and actual terrain so students can construct battle analysis. “Revisiting battlefields in a thoughtful and structured way helps connect today’s officers to military history” (Stofft, 1998, p. 16). Prior to the trip, participants are given all the necessary information through lectures and classroom discussions. This is the preliminary study phase. In the field study phase, the participants relive what took place by following the course of action based on what they have learned. At certain points, selected individuals may be asked to play out some roles. The last phase is the integration phase where the facilitator contextualizes the battlefield at the present day issues and problems.
Everyday, at least one staff ride is taking place signifying its importance as a teaching technique. Staff rides place the participants in the shoes of the decision makers in the past so they learn from historical data and use it as a guide for future reference. It is also considered as a legitimate preparatory training experience in national defense. Commanders who have undergone staff ride trainings reiterate the value of military history “in supplementing current doctrinal, operational, and technical ...
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“Teaching and Learning Strategies Integration Research Paper”, n.d. https://studentshare.net/miscellaneous/393445-teaching-and-learning-strategies-integration.
For most of the students, the learning difficulties remain lifelong challenges, although some develop compensatory skill sets or effective coping strategies. Technology can be a fundamental factor for some students in altering learning disability into a learning difference.
Visual Literacy in Teaching and Learning. Visual literacy can be defined as the ability to interpret and generate images for communicating ideas and concepts. The idea of visual literacy as a theoretical concept was introduced by John Debes in 1969 (Elkins, 2007).
Moving from a topically driven model of instruction to a conceptually driven model is somehow difficult, especially among the inexperienced teachers. However, there are three tips that can really assist in such an undertaking. One of the major strategies is using a brain compatible approach of teaching.
Some of the underlying objectives of developing effective teaching strategies include motivating the students for learning and helping them focus their attention, organizing the information so that it becomes easy for the students to comprehend and remember it, and supervising and assessing the students’ learning.
As a result, they are often delayed in their development and their expected learning milestones. For students who are second language learners, the process of learning is even more difficult because they cannot understand the medium of instruction. The challenge is for teachers to develop strategies which can help manage these learning difficulties and barriers.
If individuals cannot manage their emotions, whilst in the learning setting, these emotions are likely to be in command of the manner in which they grasp concepts in the classroom.
In the case of studying language,
E-learning presents limitless opportunities for learning too among young and adult learners alike, who cannot study in real class settings, as well as those who think that technology should be applied to the efficient asynchronous delivery of