Heafner‚ T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education‚ 4(1)‚ 42-53. Using Technology to Motivate Students to Learn Social Studies Tina Heafner University of North Carolina at Charlotte Abstract Many teachers struggle with motivating students to learn. This is especially prevalent in social studies classrooms in which students perceive social studies as boring (Schug‚ Todd‚ & Berry‚ 1984; Shaughnessy & Haladyana
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is achieved collaboratively. Learners are expected to listen attentively to the teacher‚ to freely provide meanings they wish to express‚ to repeat target utterances without hesitation‚ to support fellow members of the community‚ to report deep inner feelings and frustrations as well as joy and pleasure‚ and to become counselors to other learners. CLL has been used in larger schools classes where special grouping arrangements are necessary‚ such as organizing learners in temporary pairs in facing
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Running head: WHAT MOTIVATES EMPLOYEES? What Motivates Employees: Personal Drive or Incentives? Abstract This essay analyzes the similarities and differences between incentives and motivation. Various incentive programs are discussed such as employee stock ownership programs‚ profit-sharing‚ gain sharing‚ and the various types of recognition. We conclude with a focus on the guidelines of a reward program‚ and overall employee morale. Much effort
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Managing Time as an Adult Learner Time is an amazing concept. Time has been said to be worth more than gold‚ jewelry or even money. Many would trade valuable items in order to have more of it or even go back into it. We are given time and told to “spend” it wisely. From birth our time is filled with things to do‚ to learn and to accomplish. What if there was a secret to freezing time‚ what would it be worth? As a child earns money some choose to save or some spend quickly. Can you “spend” your time
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English Language Learners Cooperative groups are used as a strategy for teaching ELL students. This strategy has been proven effective for teaching content material as well as a second language. In a cooperative group situation students are each given the opportunity to speak and participate. As students work in a group with their peers they can observe the natural conversational language. These face-to-face interactions will promote language skills among students that are learning English
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Engage in Personal Development in Health and Social Care 1. Research two different reflective models. Examples are Gibbs‚ Kolb and Christopher Johns. Briefly describe and compare them. I looked at all three reflective models and chose to describe Johns and Kolb. The Johns model is very in-depth and seems to target a wider area of thought and contemplation. It would also be a good tool to discuss with another more senior member of staff‚ who would have their own emotional response to each situation
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1.1 Unit Adults and young people as learners What are the characteristics of adult and young people as learners? There is no single definition of an adult learner. However‚ an adult learner is a person that is 21 years and up who is involved in formal and informal learning. Generally in the United Kingdom‚ an adult is anyone over the age of 18 years of age; however‚ the term adult learner implies that the individual has not necessarily recently finished mainstream education. Remember: Learning
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or victimisation • A range of friendly and flexible working practices that are accessible to all staff regardless of their sexual orientation‚ race‚ gender‚ gender identity‚ disability‚ age‚ religion or belief‚ community background. During the PTLLS course enrolment forms‚ discussions‚ assessments and individual learning plans ensure that no pupil is disadvantaged or subjected to unfair discrimination on any grounds in relation to accessing appropriate methods and resources. Diversity monitoring
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describe the points of referral to meet the needs of the learners. By Wayne Phillips City and Guilds: PTLLS Level 3 Theory Question Assessment 6 Group A Glenn Evans 16 April 2012 List and describe the points of referral to meet the needs of the learners. Planning • I would ensure the course documents take into consideration the individual needs of the learner. E.g. Initial Assessment‚ Scheme of work‚ ILP and APL
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How does viola engage the audience’s interest in Acts 1-3 in twelfth night? Viola is the leading character in Shakespeare’s dramatic comedy‚ Twelfth Night‚ which centres on mistaken identity. Viola is shipwrecked on the shores of Illyria during the opening scenes. She loses contact with her twin brother‚ Sebastian‚ whom she believes dead. Masquerading as a young page under the name Cesario‚ she enters the service of Duke Orsino. Orsino is in love with the bereaved Lady Olivia‚ whose father and
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