Allen, D. I., & White, R. T. (1980). Learning Objectives and Teaching Strategies. Canadian Journal of Education / Revue canadienne de l’éducation, 5(2), 23-42. “A proposal is made for division of objectives into five categories suggested by Gagne: verbal knowledge, intellectual skills, cognitive strategies, attitudes, and motor skills.” (p 23) “… many day-to-day teaching activities … Read more
Holloway, E. L., & Wampold, B. E. (1986). Relation Between Conceptual Level and Counseling-Related Tasks: A Meta-Analysis. Journal of Counseling Psychology, 33(3), 310-19. “CST is a developmental system of organizing personality based on individual differences in social cognition. The theory embraces an interactionist view of behavior as first described in Lewin’s (1935) field theory; behavior … Read more
Role-playing as a teaching model was brought to contemporary prominence in large part through Fannie Shaftel and George Shaftel (1970). Their advocacy of role-play was based on research in the problem-story model, simulations, and game theory. Fannie Shaftel described role-play for development of interpersonal skills through dramatizations of “life-situations” (1970, p. 556). These scenes would … Read more
In their research, Fallon and Watts (2001) consider how best to make use of portfolios as learning assessment instruments and how they may be of value to education.
Willingham, D. T. (2005). Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? American Educator. Retrieved July 1, 2008, from here. The article argues that although learners may have modalities, there’s no evidence that supports differentiating instruction to suit the modalities. Confirming that modality may exist in learners… “… it’s likely that … Read more
“The constructivist approach to learning is founded on the idea that the learner creates new meaning by connecting what they already have learned and experienced with what they are currently learning.” (p. 50)
“Heterogeneous cooperative grouping is also seen as the antidote to the systematic alienation of women and students of color …” (p. 20)