Learning_theories_stages_styles.pdf (application/pdf Object) Comparison.pdf (application/pdf Object) Learning Theories. Amtoiiliaip.pdf (application/pdf Object) Finding the right pace for learning. Schools in Calgary take different approaches to aligning teaching methods and students In 2001, Harry R. Lewis, then dean of Harvard College, sent a letter to Harvard undergraduates entitled, “Slow Down: Getting more out of Harvard by doing less.” In it, he advised students to concentrate on the quality of their college experience, not the quantity of it. That was almost 10 years ago, but as the International Slow Food Movement, also favouring quality over quantity, gains momentum, more discussion has begun about slow education.
Anthony Metz has chosen the Calgary Waldorf School for his daughter Sophie because he feels the teaching style matches her natural creativity. Photo: Asha Siad/Calgary Journal While there are no real “slow schools”—something sounds intrinsically wrong just in the name—schools around the world and here in Calgary incorporate some of the principles of slow education. Dr. Still, the Waldorf School is often connected with slow education. Tyhe use of IWB for creative teaching and learning in literacy and marthematics case study.pdf (application/pdf Object) LMT_IWB. n2442-esol-teaching-skills-taskbook-unit-2-d---pace-in-the-classroom.pdf (application/pdf Object) The new APP handook.pdf (application/pdf Object) Schoenfeld_MathTeachingAndLearning.pdf (application/pdf Object)
JB_Teachers_2010.pdf (application/pdf Object) Time management in the classroom. Teachers can use time management in the classroom to optimize learning opportunities for students. When we think of the concept 'time' with regard to learning we often think of pace, in other words, moving quickly through the planned learning activities. But it's easy to think that pace means having to rush through an activity, which sometimes can be a mistake. Pace needs to be appropriate: the learning needs to proceed briskly, but not be rushed. When considering effective time management in the classroom as a means of making learning most effective for students, progression needs to be planned for as well as pace.
Progression means that students are able to move through specific activities making cogntitve progress as they go. Cognitive progress could mean that students know more, understand concepts better, can use what they know in different contexts, or move from lower order thinking to higher order thinking. I have found these ideas helpful when planning pace and progression. Injecting pace into lessons. BSRLM-IP-25-1-14.pdf (application/pdf Object) Ltm_tcm4-712917.pdf (application/pdf Object) Pausing. BSRLM-IP-26-1-14.pdf (application/pdf Object)