Study knowledge of student learning: Linear or curvilinear effects

Posted by Study India
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Apr 18, 2016
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Studyindia.com provides the online lecture notes that the teachers are sharing classrooms more than ever and becoming an effective co-teaching partner is a teaching essential. With the onset of a new school year right around the corner, meanwhile, it's imperative to begin devising and building positive co-teaching strategies.

A co-teaching team typically includes a general and a special educator who teach the general education curriculum to all students as well as important study. Both educators on the co-teaching team are responsible for differentiating the instructional planning and delivery, assessment of student achievement, and classroom management.

Several collaborative teaching approaches have proven to be successful to guide educators who work together in co-teaching partnerships to differentiate instruction. I thought about these questions in a vague way for months, and was often anxious and uncertain about the amount I was studying. The anxiety meant that often I didn't really enjoy my 'relaxation time'. When I realised that it was affecting most of my weekends and evenings, I decided to do things differently.

Now I had to decide what to do with my study time! What was I expected to do? What was I expected to read? I found the answers to these questions in my module handbooks and assignment briefs. They gave me, effectively, a list of tasks.

The trouble with big tasks is that their scope and shape is unclear, so you can keep putting them off. If you can define your work as small, discrete, concrete tasks, you have more control over it. The tasks become realistic targets, against which you can check your progress and gain a sense of achievement.

Study books Notes

When would I do these tasks? Some needed intense concentration so I'd plan them for a prime time of day, when I was at my best and had time to spare. Others could be fitted in when I was tired, or as 'warm up' activities at the start of a session. Some had to be done straight away. Now that I had a clear sense of what to do in the time available, I became more focussed. I discovered that I could achieve a great deal from close reading of selected sections of a text, and that taking notes could sometimes be very satisfying and at other times not necessary. The trick was to take control - to decide what I wanted to find out, and then work at it until I'd taken in enough for the time being.

I regularly checked my time management. Essentially I had to keep circling around a self-monitoring loop - plan an approach to a task, try it out, reflect on my success in achieving what I'd intended, then revise my strategy.

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