MINERVA

LEARNING THEORIES PARADIGMS ·           Behaviorism ·           Cognitivism ·           Constructivism ·           Design-Based ·           Humanism ·           21st Century Skills CONSTRUCTIVIST, SOCIAL AND SITUATIONAL THEORIES ·           Constructivism Overview ·           Anchored Instruction  ·           Cognitive Apprenticeship  ·           Cognitive Dissonance ·           Communities of Practice ·         ...

THINGS FOR EFFECTIVE CLASSROOM TEACHING Communicate Respectfully Respect is the foundation of effective communication, especially in the classroom. Teachers and students demonstrate respectful communication in the following ways: Use a tone that is honest and tactful, choosing words that are appropriate to the situation and noninflammatory. When taking on a listening role, make eye contact and focus on the speaker. Speak in turn, never interrupting the speaker. Teachers who model respect with their students have more respectful classrooms overall because students learn how to communicate respectfully and see its effectiveness. Repeat Your Message in Different Ways While most communication in a classroom starts verbally, many students don't take in what they hear the first time. Effective communication requires using different techniques in communication. When you want to make a point, consider what visual tools can help you in addition to your verbal communication. For...

Perspective-taking: Children’s learning about a range of academic subjects is influenced by their developing classification skills. Children’s abilities to plan their activities also depend to some extent on their abilities to multiple aspects of a problem. To make a plan, children must keep in mind their present condition, their goal for the future, and what to do to get from the present to the future. We cannot overstate the tremendous influence of these social cognitive advances for children’s behaviour and interactions in school and elsewhere. Changes in the Child In sum, from the modern scientific view, children do think, feel, and behave quite differently at age 7 or 8 than they did when they were 4 or 5. However, this does not mean that 5-year-olds cannot do some of the things that 7-year-olds do; they just don’t typically do so. Current researchers explain this shift in different ways, but many point to the important role of children’s developing abilities to reflect on th...