Two sets of examples are used in this strategy — Yes examples that have attributes of the concept and No examples that do not have attributes of the concept examples. Introduced as a whole-class activity, this instructional strategy can be implemented using the following steps:. Divide the class into small groups or pairs and provide them with Concept Attainment Worksheets.
A sample is included at the end. Instruct students to find the essential attributes of a concept, identify the concept, and define it. An additional sheet with random examples can be included which students can be instructed to categorize. At the end of the session, each group can present and discuss their findings.
Teachers can combine the Concept Attainment model with the Carousel method, placing different concept worksheets at different workstations. Each group starts from one workstation and eventually visits each workstation identifying attributes and recording them. At the end of the carousel, groups return to their original workstations and using the information recorded, try to identify and define their concepts. Each group can then present their concept to the class, teaching using the Concept Attainment model.
Students will also justify their groups and any regroupings that they made. I would like to model the classroom scenario that was in the chapter for introducing energy as the "capacity of a physical system to perform work. I would then have to select some examples and non-examples of energy that I would share with the class. Some of the examples would be a bicycle, a toaster, a solar panel, etc. Some of the non-examples would include a brick, a desk, an old tire, etc.
The learning frame of reference draws from the work of educational and developmental psychologists, teachers and behaviorists Turner, It is founded on the assumption that adaptation and change are based on the ability to learn, and that behaviors are learned through acquisition of knowledge, experience and practice.
The main focus in the learning frame of reference is for the person to learn coping skills. Useful approaches within this frame of reference for the case of Sarah would be educative approach and cognitive approach.
Educative approach aims to provide the knowledge that clients and carers need in order to allow them to identify a range of options for problem-solving and to make the most appropriate choices of intervention.
Planning 1. Understanding the Standards: First, it is important to understand the standards and goals of a lesson. Teaching methods differ in terms of approach which as observed relate more to procedures which influence inner coherence, produce specific educational effects. The traditional approach embodies two, namely: a the didactic method, also called the directive or autocratic style, which is based on logo-centrism and an instructor-centred approach.
Its focus is the teacher, who explains the logical and practical aspects of the issue or topic; secondly, b the dialectic method. In this approach, students are involved in the learning process and are expected to ask questions; thirdly, c The heuristic or research method. This method makes students the protagonists of their learning process, since they must find, guided by the instructor, and through research and experimentation, the solutions to the problems.
My topic of discussion for this paper is about a teenage African American female who is in a perpetual family cycle of limited education, poverty, and an extended amount of family at a young age. This paper will deal with social issues that warrant the urgent involvement of social services and display a prime example of why and how certain similar characteristics may go unnoticed for extended periods of time. In this paper we will discuss her insecure attachments starting from childhood, her neurobiology, and some diversity issues that she may face growing up.
Attachment theory describes the strong emotional and physical ties that infants have with their mothers by helping to keep at least one parent in close proximity. The attachment is an invisible tie that infants have with their mothers and it assists to protect the child and help it in its development.
That bond is influenced by, but is not dependent on the attachment behaviors of crying, smiling, and closeness. In order for a child to attach securely, the child needs to feel they are secure and can rely on at least one parent for assistance. For proper growth and development, from birth to death, human beings need intimate and caring relationships. The general opinion on the causes of mental disorders has evolved over the centuries.
This theory continued throughout the Middle Ages, despite more environmental factors had been suggested, e.
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