Rethinking The Active Learning Movement Essay

Rethinking The Active Learning Movement Essay
Rethinking the Active Learning Movement – It was Never All or Nothing
Over the past 25 years the movement to adopt learner–centered pedagogy has gained main stream
acceptance, to the point that all higher education faculty are expected to include such methods in
every class. Educational critiques, opinion editorials, research and data have driven policy and
practice towards the universal application of active learning techniques in place of traditional
lecturing. In the Report to the President (2012) the executive summary committed to evidence–
based teaching strategies, namely active learning strategies, to increase student learning. Although
this report drives the curriculum for STEM disciplines, this same push is occurring across
disciplines. The commitment to adopt active learning has become a mantra reverberating across
disciplines "lecture less"/ "include more activities" in your classroom. The realization that learning
increases with the incorporation of student engagement activities (CITe the CHART
RESEARCHER) was just that: evidence that student involvement in the learning process increases
learning. It was not a prescription to abandon the lecture, entirely. Yet somehow over the years
professionals have taken to the practice of thinking dichotomously about teaching falling into one of
two categories: 1) passive learning and 2) active learning. Furthermore in such instances we are lead
to think that all passive learning is bad teaching and to the
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Why Student Involvement Is Essential For Undergraduate...
Alexander Astin, Distinguished Professor Emeritus of Higher Education and Organizational
Change, at the University of California, Los Angeles, spent much of his career trying to understand
which variables are most likely to predict student success in Higher Education. Through the course
of his research, Astin became convinced that what he called "student involvement" was essential to
undergraduate student success. In a now world–leading paper, first published in 1984, Astin defined
involvement as "the amount of physical and psychological energy that the student devotes to the
academic experience," and contended that the amount of learning and personal development that
students experience in an academic setting is directly connected to the ... Show more content on
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Given that all three courses operate within this online space, a physical space (and offline
manifestation of 'Random Twist') would represent the logical conclusion to their online discussions,
providing a shared real–world space for students to realise collaborative projects. Within the School,
we see collaboration as dividing the task and multiplying the success of everything that we do
(every course operates shared modules, staff, resources, etc.).
We see the 'Random Twist Hub' as a creative, interactive, informal and social learning space which
would encourage student collaboration beyond their own courses and traditional subject boundaries.
The creative opportunities are extensive, and embedding the critical importance of collaboration
through creative media–rich projects is everything we hope for within the School. In an ever–
changing global landscape, we recognise that hubs are important spaces where students can design,
test, scale and launch enterprising new ideas. Within this innovative new space, the students are
expected to engage in creative collaboration through the completion of dramatic pieces, live
streaming, podcasting, web–based events and student–led web series.
This project, alongside the evaluation of its impact, which we will measure through a dedicated
(public facing) website documenting its development, would

Active Learning Reflection
1) Active Learning Small mentions that the best way for students to learn is not through
memorization of facts or procedures, but through group work and problem solving. The article states
that through active learning, students can "use math to solve problems, develop their own ideas, and
build upon the ideas of others" (Small 4). I agree with Small's thinking, as students do tend to
benefit more when they get the chance to share their ideas with others and observe their classmates
work to see how similar or different their thinking strategies are. This allows students to actively
engage with the question (math problem), learn how to problem solve, understand that there is more
than one way to approach a solution, think outside the box, as well as see how this problem can
relate to topics outside the classroom. I personally, never enjoyed group work. Throughout my
experience in public school, my teachers would always promote group activities, but there was
never any guidance or instruction to it, so the discussions would be unbeneficial and confusing (eg.
People choose not to talk, did not know what they were doing or had the same idea). 2) Using
Manipulative's While growing up, manipulatives were a tool that was commonly used in my
classroom. Small states that "manipulative materials–concrete representations of mathematical
ideas–is essential to developing mathematical understanding" (4). I believe that manipulatives are
great tools, especially for younger students,

Art of Listening
The Art of Listening
www.humanikaconsulting.com
Learning outcomes
Explain what we mean by listening skills Identify why listening skills are important, from an
employability perspective Identify key reasons why we often fail to listen effectively Adopt simple
listening techniques to ensure that you listen effectively
Introduction
Almost 45% of time we spend in listening. An essential management and leadership skill. A process
of receiving, interpreting and reacting to a message. Difference between listening & hearing
Why Be A Good Listener?
Needs of the Customer... To be recognized and remembered To feel valued To feel appreciated To
feel respected To feel understood To feel comfortable about a ... Show more content on
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Our listening habits are not the result of training but rater the result of the lack of it. Most
individuals are inefficient listeners Inefficient and ineffective listening is extraordinarily costly
Good listening can be taught
Styles of receiving:
There are a number of styles of receiving information. The appropriate style is dependent upon the
relative importance of content compared to the relationship and the involvement of the individual
receiving the information.
Facts about Listening continued Listening: Learned first, Used most (45%), Taught least.
Speaking: Learned second, Used next most (30%), Taught next least. Reading: Learned third, Used
next least (16%), Taught next most Writing: Learned fourth, Used Least (9%), Taught most.
Relational Receiving Skills
Non–Listening: A style that is appropriate when the receiver has no need for the content and has
minimal relationship with he sender. Pseudo listening: A way of "faking it" where the receiver feels

obligated to listen even though they are preoccupied unable or unwilling to at that particular time.
Defensive Listening: A style of listening used in situations where the receiver feels that he might be
taken advantage of if he does not protect himself by listening for information directly relevant to
him. Appreciative Listening: A style that is appropriate in a recreational setting where the listener is
participating as a way of passing

Early Childhood Education Program Models
Your task is to select one of the early childhood education program models from the list below to
analyze in depth
1) Montessori
2) High/Scope:
I choose from the list of education program models the High/Scope Curriculum model to analyze.
3) Waldorf
4) Bank Street
5) Reggio Emilia
For the model reviewed, answer the following questions in the outline format below.
1) Description of the model:
The program focuses on the development of the whole child. The program also focuses on the
importance of strengthening the intellectual abilities and comprehending the needs for academic
success in reading and mathematics.
A. What is the basis of the model?
The model is based on the theory of Jean Piaget 's perspective. The model uses a plan–do–review
sequence. The classrooms are organized into centers. The model focuses on the intellectual
development and does this by doing hands–on learning exercises to better the children's cognitive
skills.
B. Who developed the model?
David Weikart and others developed the model.
C. When and why was it developed?
It was developed in the 1960s as an approach to help impaired children in preschool to develop
needed skills to succeed from the grades K–12 to succeed in public or private school systems.
2) Selection of the model:
A. Why did you choose this particular model?
I choose the High Scope Curriculum because it's different from other programs. The program is
consistent with

Active Learning Techniques Provide Opportunities For...
Massey, Brown, and Johnson (2005) suggested that active learning techniques provide opportunities
for faculty to increase social presence, engage students, and positively enhance performance.
Studies have shown that students tend to learn more when they actively participate in the learning
process through discussing, practicing, reviewing, and applying knowledge to develop new
meanings (Mcalpin, 2015). Maki and Maki (2007) found that online instruction required the
application of strong methodology along with providing students with opportunities to interact with
each other and the instructor. Aside from purposeful course design, active learning in an online
course requires instructors to be actively involved in the learning process (Gayton & McEwen,
2007; Young, 2006). This involvement includes, but is not limited to, minimal participation in
discussion boards, course announcements, e–mail, and other forms of web–based communication
(Dixon, 2010). However Dennen, Aubteen Darabi, and Smith (2007) warned that too much active
participation by the instructor has been shown to result in decreased student participation. The
purpose of this study was to design an asynchronous online course that integrates active and
engaging learning strategies tied to social presence theory to increase student satisfaction, retention,
and to serve as a model master course for other online instructors at Western Piedmont Community
College (WPCC). This paper provides details about specific

Example Of Active Learning 2 Responses
Active learning 2 responses Hello brown, You are correct when you stated the bail amount of
$200,000.00 is absurd, and your client did not commit any crimes nor did he put anyone's life in
danger. I totally believe that the facts in this case should speak for itself. There was never ever any
drug seen or seize, nor is it any proof the $500 that was in smith possession had something to do
with drugs period. Furthermore your client has a job and having any amount of money on a person
is not against the law, well I guess if it's a large amount than maybe your client will have should
how he earn it. Smith should not be held over. Hello Cruz, Very good post this week! I like your
prosecutor statement about defendant smith bail being $200,000.00

Ellis Hall Active Learning Classroom
The methods I have found most effective are: active learning, practice and overlearning, and
distance learning. There were several research studies that demonstrated the positive impact active
learning can have upon students. One outcome is increased content knowledge, critical thinking and
problem–solving abilities, and positive attitudes towards learning in comparison to traditional
lecture–based delivery. However, it also can increase enthusiasm for learning in both students and
instructors. Then, there is the improving students' perceptions and attitudes towards information
literacy ("Ellis Hall Active Learning Classrooms Project."). Therefore, professors always encourage
students to take notes or outline reading assignments, talk to others about the material, and write and
rewrite key concepts rather than just read the material repeatedly (Levy p.228). Now, practice and
overlearning, the book says, "practice makes perfect." Although true perfection is rarely ... Show
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I remember him talking about himself, his wife, and the animals he had. He would insert short
stories and videos that would help us remember the information better. In other course, I took with a
different professor, she would tell us to study the terminology very well before an exam. She would
also show us videos that would help and there were always ways to get extra credit. Another reason
I remember her is because some of the extra credit that was writing letters to all soldiers. The letters
we wrote went to them, some were thanking letters, some were wishing them blessed holidays, and
some were just to talk to them, so they felt they were not treasured, when in fact they are. When I
am with my family they always ask me questions about animals and psychology questions and I
know I can answer them with the knowledge that I have gained from these professors as well as the
ones I have now and in the

Written Assignment 4.1: What Is The Process Of Active...
Written Assignment Unit 4
1.Active Learning is the process of participation in different fields of learning from active listening
to looking at pictures and charts, speaking, interacting and doing things are all different ways of the
learning process. Compared to the old conventional way of pasive listening these new learning
methods have all been found to be more sucsessfull.
Self directed learning is when a individual takes initiative and control of there own learning process.
With this control they manage material learned and the amount they will study towards there goals.
Intrensically motivated learning is when you enjoy the task of learning and bettering yourself. You
have your own personal goals to achieve and there are no external pressure on you to do this.
2. My personal strenths are the following, I am good at coming up with new business Ideas and I
can be very convincing in getting new people on board with the new Idea or Investors on board if
needed.
Personal weakness for me would be leaving things to the last minute for important test or deadlines.
I am starting to spend way to much time on social media I feel as I go on there a couple of times a
day and surf the internet while I should be working instead.
3.Would look to try and be more productive and spend my time more effiecently and set myself ...
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I will sit and plan all this onto my week ahead and then at the end of the week come back to the my
goals and make sure all was achieved. This is a very hard taks and needs self disipline in order to
sucseed. Will also look at networking more and wrking on my people skills as I can get be
introverted somethimes. I will try to do one new thing every day, this wil help me and expereince
more new things this is also a vital part in growing as a

Taking a Look at Active Learning
Learning is defined as a relatively permanent change in behaviour as a result of acquisition of skills,
knowledge or behaviour through the act of teaching, experiences or study. The large majority of our
behaviours are learnt through experiences, either intentionally, or unintentionally. The most
prominent examples of learning are conditioning and cognitive learning. Learning can also be
passive or active, with classical conditioning being an example of passive learning, whilst cognitive
learning, for example observational learning, being an example of active learning. Active learning is
when an individual uses cognitive processes to learn a behaviour, whereas during passive learning,
an individual is acted upon, henceforth learning a new behaviour. The presentation of the Frequency
of Aggressive Responses by Children in Control Groups and Those Exposed to Aggressive and
Non–aggressive Models shows a prominent difference in how children react to certain models, or
lack of thereof. The research shows that children shown aggressive model treatment showed
approximately 95% of aggressive responses, whereas the non–aggressive model group only showed
40% of aggressive responses. This shows that children who are presented with cartoon models are
more likely to repeat such behaviour, although they are not taking part in the behaviour, or receiving
a reward for repeating the behaviour. This study shows how the use of media can be used as a tool
for helping individuals learn without

Medical School 's Commitment For Active Learning And Group...
Cooper Medical School's commitment to active learning and group dynamics, especially through the
Ambulatory clerkship, is in congruence with my own ability to learn effectively through the
employment of classroom knowledge to practical endeavors. Furthermore, CMSRU is a school that
believes in active engagement with the community. My own experiences with teaching and
volunteering have strengthened my resolve to contribute not only to medicine, but also to public
policy and education at CMSRU. In addition, I am Roman Catholic by religion and Indian by
ethnicity. Hence, diversity has been a constant theme in my life, which was further enhanced by my
immigration to America. At CMSRU, I will not only be able to learn from a diverse environment but
also be able to contribute my own unique perspective to policies and activities. All things
considered, I am certain that the opportunities and curriculum at CMSRU will provide me with the
medical training necessary to be a successful physician.
2. Please describe a situation in which you felt an ethical compromise was being expected of you.
How did you approach this situation? Were you satisfied with the outcome? 2000 characters
When I was in high school, during a chemistry exam I was sitting in the back of the room and
noticed a classmate using her phone while taking the exam. At that point I realized that I need to
remain non–judgmental and not jump to any premature conclusions based on primary observation.
After all, it was

Active-Learning Theories
How will you plan to provide specific feedback to students on their progress toward reaching the
lesson objective?
I will observe the students in my small group center to determine if they are meeting the objective. I
will give specific verbal feedback about what they need to work on and what they are doing well.
For example, if students are not using complete sentences, I will ask the students how they could
make that into a complete sentence. I will ask students if they are using a capital letter and a period
in each sentence as well. I will collect their worksheets to understand how they did with the
objective and provide feedback on their ideas. To help students learn more about presidents and
what George Washington and Abraham ... Show more content on Helpwriting.net ...
2008. "Social Studies: School and Family". Teacher's Edition Curriculum. Liberty Edition.
Houghton Mifflin Company.
Rusbult, Craig. 2007. "Active–Learning Theories (constructivism,...)". Retrieved on February 9,
2016 from http://www.asa3.org/ASA/education/teach/active.htm#constructivism.
Mrs. Hays
Expectations for Student Behavior: Describe how your students will be intellectually engaged. How
will you communicate expectations for them? How will you follow up on behavior expectations and
how well you are engaging learners?
Students will be intellectually engaged through the prompts that are given to create their complete
sentences about being president of the U.S. This also allows students to really think about what they
could do if they were the president and allows room for brainstorming and the imagination. They
will also work together with their peers to identify two facts about each of the two presidents we are
learning about. I will then provide further information on the two presidents by having students
listen to the facts. I will communicate expectations by verbally telling students what they will be
doing and the instructions of the lesson activity. I will follow up on behavior expectations by having
students who are being disrespectful or not listening to take a break or to sit next to me at the table.
After the student is ready to learn, they will be allowed to come back to the table with the group on
continue on their worksheet. I believe I am engaging my students well due to the prompting of
writing and coloring as well. By having students color and write, they are using different materials
and are able to have fun with it as

Active Learning Strategies Analysis
Active learning strategies consist of a large and different variety of activities that share the common
factors of involving students in thinking about the knowledge and information they are doing
(Bonwell & Eison 1991). These strategies are used to engage students in critical thinking,
communication with peers, expressing ideas, exploring their own attitudes and values, giving and
receiving feedback, and reflecting on the learning process. These strategies are done with the
students inside or outside the class, completed by working as individuals or in groups, and can be
done with or without the use of technology. When the instructors use active learning strategies, they
will typically spend more time in helping students developing their ... Show more content on
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In my grade3 class, I use the Pair–Share and the Close Reading strategies, I read about these
strategies before, and now I am applying them in my class. The Pair–Share Strategy is one of the
ways that let students talk about an issue or topic in class is to use the "think/write pair–share"
method. (Lyman, 1992). In this strategy, I present a problem in the class and then give students 30
seconds to one minute to think about or write out their response. Then, the students pair up and
explain their responses to one another for 3 to 5 minutes. Finally, the results are discussed, this
technique takes only about 4 to 6 minutes of class time, and it could be done once in each class
session. This strategy has worked successfully in my English class, where I introduced a topic about
"Community Service" I asked my students to think about the role of community service work then I
asked them individually about their decision and choices about doing a community service work.
The class was asked to do community service work and students who changed their ideas and
thoughts about it are asked why they did so. The Close Reading Strategy improves reading
comprehension and provides engagement in the subject (Bass & Linkon, 2009). In class, I model
how to read and interpret a passage while the students follow in their books. After that, some
students may be called individually to read aloud and interpret similar selections. After reading
passages of a story, students will be divided into groups of three or two and be asked to talk about
and decide what the selection means, and then paraphrasing it in their own words. I will ask the
groups to give their interpretations and analysis before providing my analysis. This technique
worked well with grade 3 students, where they had to do this strategy every time we start a new
reading

Active Learning Self Analysis
Generally speaking, researchers and experts believe that self–directed learners who prefer active
learning and are intrinsically motivated turn out to be creative and innovative, as they deploy active
learning methods that are experiential, mindful, and engaging. (Active Learning, n.d.). This essay
discusses the essential aspects of being a self–directed learner, my areas of personal strengths and
weaknesses, and the strategies I am planning to employ and how I am going to evaluate them to
become a successful an active, self–directed, and intrinsically motivated student.
There are many characteristics that define active, self–directed and intrinsically motivated students.
According to Jeff Cobb's article about successful self–directed learners, they are the are the ones
who take initiative and do not wait for instructions and directions from others. They are self–
sustaining and comfortable with being independent, while working collaboratively with students and
instructors. (Cobb, 2013). Moreover, self–directed learners ... Show more content on
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First strategy is to embrace learning and use it to discover new learning opportunities, and I will
implement this strategy by asking myself why I want to learn this and set my learning priorities.
Second, to take ownership of my own learning experience, and I will implement this by setting my
own pace of learning and be self–aware of my own capabilities. Third, to get involved, and this can
be applied by collaborating with others who have valuable experiences to share. Fourth, to connect
learning content to real life situations, and this can be achieved by experimenting and engaging
which makes learning more interesting. Finally, to value learning rather than information and
academic grading by understanding that learning is more about how the experience fits into the
context of my life. (Cobb,

Interprofessional Communication in Healthcare
Reflection on the Handover Video Vignette The issue of inter–professional communication is a
critical aspect of contemporary healthcare to enhance team communication and collaboration; its
unique principle is the ability of building mutual trust, understanding and support in healthcare
environment (Portsmouth, Coyle & Trede, 2012). More importantly, it ensures patient's
intensive care and outcomes effectively. In this reflective essay, by approaching the 5Rs framework
for reflection, I will be evaluating and analysing my personal characteristics, namely assertiveness
and active listening skills compared to characteristics of two health professionals working in
multidisciplinary team through a pregnancy related stroke handover. ... Show more content on
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Also, there are hardly communication barriers between them. Accordingly, this could be explained
that they had a completely handover performance as a result of effective inter–professional
communication and collaboration in order to optimise patient's outcome. Initially, I questioned
myself whether I might have reflective practice skills like two clinicians when conducting a clinical
process appropriately in the inter–professional communication environment. Although I could
possess these characteristics as my personality trait, I realize that there is a gap of cognitive
knowledge to meet effective communication strategies in professional practice. Apparently, as a first
year nursing student, I have not sufficiently developed my ability to perform assertive and active
listening skills like them. As the pregnancy related stroke case is to threaten the safety for Sally and
her baby, there should have proper characteristics of teamwork communication to cooperate
adequately. However, I could not manage my voice and body posture calmly, relaxed if I encounter
this situation; moreover, I might have some limitation of conveying handoff professionally and
confidently like James. Then, although I am used to be good at active listening skill, I may interrupt
James to clarify patient's information sometimes; even I could not

Technology Is Not A Distraction
Technology is not a distraction, it is a benefit. Technology is one of the most controversial and
innovative subjects in recent history. It has been said that technology will preserve the human race,
and we will survive longer in the future due to technology breakthroughs. However, many claim that
technology is destroying our minds and causing us to remain distracted throughout daily life
activities. Recently, teachers and professors have struggled with their students with being distracted
by current technological devices during lectures. Teachers should use technology in the classroom
because it improves student's achievements, keeps student's involved, and promotes higher thinking.
For example, US News journalist Ryan Lytle wrote an article stating an Advanced Placement
Calculus teacher named Stacey Roshan, an instructor at Bullis; a private school for students in
grades three through twelve in Potomac, Maryland. According to Lytle, the students in her class
"faced the problem of trying to keep her engaged as she walked them through the difficult
mathematics curriculum. During her previous three years at the school, Roshan notes, students were
routinely stupefied by the traditional classroom lecture and often left class with more questions than
answers"(Lytle). "They wanted so much more time in the classroom to work on problems," Roshan
Says. Ms. Roshan decided to act on her own initiative and take her students lack of answers from
her lectures into her own hands. She

Should Armed Guard Be Patrolled Schools?
Should armed guard be patrolling schools?
There were over 200 school shootings in America from 2013 to 2015 – an average of nearly one a
week. In all, these incidents resulted in 59 deaths and 124 non–fatal gunshot injuries. A staggering
statistic considering that protecting children at schools has been and will be one of the top priorities
for all Americans. Americans disagree on many topics and have diverse social and economic beliefs
, but we all agree on providing safe and secure learning environments for our students. Government
officials and school administrators face substantial altercations balancing parents' expectations on
keeping the students safe, and understanding the best available solutions with limited funding.
These ... Show more content on Helpwriting.net ...
Following the Sandy Hook Elementary School incident in 2012, there have been heated debates
about whether or not if schools should have armed guard to patrol schools to deter the potential
active shooter and to protect the students if the unthinkable takes place.
Many believe that just the presence of an armed guard will prevent any potential of shooting at
schools. In reviewing past major school shooting incidents, the intrepid shooter planned ahead. They
were not expecting anyone at schools would protect the students and staff by shooting back at them.
It is safe to assume, the shooters would have had some hesitations, if they knew they were expect to
confront an armed guard at the schools. If there is a shooting incident, an armed guard can take
immediate action unlike the emergency responders who would have to get to the school and assess
the situation before taking any actions. Even a five to ten minute reprieve could mean life or death
to many students and school staff.
Professionally trained guards can also could play a role in addressing some of the core issues before
they even turn into school shootings. In most cases, the shooters are victims of bullying or have
been depressed for a period of time. In addition to patrolling, the armed guards can watch for
student on student bullying and can observe and report any students that are acting out their
depression in

Reflection On The Benefits And Importance Of Active...
Observation Journal Week: 1 Date: 17th November 2017 School A is a vertical school that holds a
DEIS Band 1 status, incorporating 4 classes for ASD pupils. The urban school employs 35 teachers
and 17 SNAs. This journal entry willl focus on observations of 20 students at a fourth class level,
that took place across a period of one week. Despite admitting to the difficulty of defining the term
active learning concisely, in his article, Prince (2004, pp.223), broadly defines active learning as
'any instuctional method that engages students in the learning process'. Although Prince's article
focuses on research of active learning within the engineering world, his points and reflections on the
efficacy of active learning methadologies on teaching such as collaborative, cooperative and
problem based learning seemingly stand true for primary schools, and many of the benefits and
challenges involved were observed throughout the week.. In keeping with the constructivist layout
of the classroom, the teacher's teaching style meant the children were always involved in the
lessons, fully aware of what, how and why they were learning. This allowed them to become far
more active and agentic in their learning. They managed the classroom together, taking time
regularly to tidy up and ensure their desks and chairs were where they should be. Many class
discussions took place over the course of the week, a key to constructivist teaching and one the
observer found most interesting and useful. Talk and discussion in a classroom is, from what was
observed, a true cornerstone of active learning within the classroom. The 1999 Curriculum's Teacher
Guidelines for SPHE states that 'as children participate meaningfully in their own learning they
engage in a process in which they can begin from what they already know, explore possibilities,
question, draw conclusions and reflect on outcomes' (Government of Ireland, 1999, pp. 54).
Allowing the children to engage in talk and discussion exercises helps them to navigate their way
through what Piaget named schemata, or building blocks of knowledge, through the processes of
assimilation, accommodation and equilibration. These processes 'require an active learner, not a
passive one

Introducing Active Learning in the Classroom
More teachers should introduce active learning into their classrooms in order to reduce their rate of
job burn–out and better connect with students. Burn–out is physical and emotional fatigue resulting
from persistent frustration. It can cause a lack of motivation and eventually forces people to leave
their current jobs. In the case of teachers, it is especially important to recognize this burn–out
because it not only affects instructors but also their students. Studies show that burned–out people
experience "emotional exhaustion, depersonalization, and a reduced sense of personal
accomplishment" (Evers, W. G., & Tomic, W., 2003). These studies bring up the point that burn–out
is both physical and mental describing emotional fatigue, depersonalization, and limited personal
achievement. These effects do not mesh well with the traditional characteristics expected in a
teacher. In fact, burn–out contributes to student apathy in many cases. The problem becomes that
most burn–out studies lack actual proof of the relationship between the stressors and health
concerns. The studies I looked at attempted to solve this problem and establish these connections in
order to find a workable solution. Main Issues The process of keeping formerly qualified teachers
instructing is stated to as retention. The loss of these teachers is called attrition (Dolan, A., 2008).
Policies instituted by the administration at many schools influence attrition in different ways (Smith,
M., 2012). Teachers

Advantages Of Active Learning
Active learning is a process where students engage in activities such as discussions, reading, writing
and thinking critically and creatively. Passive learning involves the absorption of knowledge,
students gain knowledge from an instructor. Active learning tends to be of more advantage
comparing to passive learning where it helps the students to incorporate more ideas and input. The
students will have a higher participation and help increase critical thinking in students. The learning
helps to better the needs of students with varying learning styles. Active learning helps students in
exploring personal attitudes and values making them interact with each other in class. It can be
either an outdoor or in–door activity whereby students can learn ... Show more content on
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For instance cognitive learning theory explains why the brain is the most incredible network of
information processing and interpreting in the body things we learn. Learning is easier and new
information can be stored in the memory for a long time, it also entails behavioral, environmental
and personal factors, (extrinsic and intrinsic). The theory states on self–contained knowledge where
students are to be exposed in their learning environment. According to theorists arguments students
should transform what they have learnt into their new concept, that knowledge is actively
transformed. Transformative .learning theory occurs when students are motivated to use knowledge
if there's no transformation the knowledge will not transform whatever the students will have

Effect Teaching Method for Calculus
The majority of instructors believe that the best method for training scientists is the traditional
lecture. In 2011, the Mathematical Association of America surveyed over 700 calculus instructors on
what they believed was the most effective way to teach. Two–thirds of those surveyed agree with
the statement: "Calculus students learn best from lectures, provided they are clear and well–
prepared" (Bressoud 2011). There is a common notion in teaching that, because the instructor is the
expert in the room, it his/her job to take the lead role in guiding students through the material.
Instructors with this traditional view would argue that because students are novices, active
engagement techniques where students are "teaching" each other could only lead to an increase in
confusion about the concepts.
In addition to serving as the expert, most instructors also believe that their role is to meet their
students' expectations in the classroom. Students can be resistant, at least at first, to new
instructional techniques. If students want informative and well–structured lectures, then the
traditional lecture meets students' expectations by allowing them to passively sit, listen, and take
notes. To summarize, even though both students and instructors have considerable experience in
teaching and learning, this does not directly translate to them being experts in the assessment of
various teaching practices.
Science education literature has dozens of studies that quantitatively

The Lottery, By Shirley Jackson And An Adaptation Of ``...
"The Lottery" by Shirley Jackson and an adaptation of "The Metamorphosis" by Peter Kuper are
valuable short stories that are worth a close evaluation of. A comparison and contrast of the theme
alienation in both stories would lead to a more thorough understanding of the messages behind the
texts. The purpose of this essay is to answer the question on "what insights do we gain into the
course theme of alienation when we read both "The Lottery" and "The Metamorphosis" side by
side?" Gregor Samsa in "The Metamorphosis" by Peter Kuper and the townspeople in "The Lottery"
by Shirley Jackson are similar in that they both reveal a passive approach to alienation that
ultimately leads to the growing of alienation; the alienation is different for Gregor and the
townspeople in terms of how active they participate within their community determine their
likelihood of being marginalized. Gregor's minimal expression of his feelings towards his family
alienates and marginalizes Gregor from his family. The townspeople's active participation in the
lottery, however, contributes to the severity of alienation within the town. These two stories attempt
to tell us that alienation and the failure to take initiative to resist oppression are interconnected. This
essay will compare Gregor Samsa and the townspeople's passivity and also explore how taking on
an active and inactive role in their story's context would foster different types of alienation. In "The
Metamorphosis" by Peter Kuper, Gregor

Active Learning At The Heart Of Mathematics
ACTIVE LEARNING in practice for Processes in Mathematics in the Primary School. Frank Quinn
Module MCS 3017 8th December 2014 Cockcroft (1982) states that problem–solving ability lies "at
the heart of mathematics" (p.73). The report also identifies in Para 243 the importance of offering
the opportunity to pupils to engage in problem–solving including the application to everyday
situations. This has been further promoted through the importance of the Cross Curricular Skills of
the Revised Northern Ireland Curriculum which promotes using mathematics, using communication
and using information and communications technologies (uICT). The curriculum experience also
requires the development of each pupil in the domains of thinking skills and ... Show more content
on Helpwriting.net ...
Problem solving stems from a constructivist approach where the children are required to construct
and contextualise their learning around different experiences rather than simply absorb the
knowledge and move onto the next topic. The majority of problems have more than one way of
achieving the solution so therefore they can be approached in a variety of ways. Due to the freedom
of approach, problems can be attempted individually or through peer learning. This active learning
approach can make the learning, and the teaching, more enjoyable, whilst create an environment for
greater cross–curricular learning and understanding whilst promoting a positive attitude toward
numeracy and creativity. Problem solving in mathematics provides a window for the teacher to
obtain a view of the child's understanding of concepts within mathematics as they move through the
childhood concept development sequence (Charlesworth et al, 2011). The assessment of this
information can be gained through observing the child or using effective questions to draw out the
child's cognitive creative thinking as they develop the solutions for the problem. In the Foundation
stage, children discover problems through play–based activities, for example, they use non–standard
units of measurement such as blocks or Lego, to build a desired construct, thus they learn how to
recognise and use informal measurement. As the child grows and develops they

Four Teaching Strategies That Increase Curiosity in Math...
There are many strategies and techniques that could be used in the classroom to encourage curiosity
in math, but the four I chose to discuss I thought would be the most beneficial. This is due to the
way they support auditory, visual, and kinesthetic styles of learning. The four strategies teachers
could use to encourage curiosity towards mathematics in a classroom include co–operative learning,
guided or discovery learning, simulate real life experiences, and active student learning. These four
learning strategies range from group learning to the use of manipulatives to real life experiences and
group discussions where students can share their ideas and thinking processes. Therefore, students
would be able to learn in a variety of formats ... Show more content on Helpwriting.net ...
The purpose of creating real life experiences is to make math more relatable to students. It will also
demonstrate how math is used in the community and in their lives on a daily basis. This will create
more interest in math, since students will have a tangible sense of why math is needed. A good
example of this strategy includes role–playing or dramatic play. The goal is to create real life
experiences in which students will need to use their math skills to solve every day problems. For
instance, making play currency and having the students go to the market to buy produce is one
experience that is a necessity in life. The teacher can have the students make a list, create a budget
and have the students buy what they need within their budget. Then, they can pay a cashier and the
cashier will then need to give back change. Given the age of the students, the teacher may not have
a dramatic center, but can then have students work in pairs at their desks. For example, each student
creates their shopping list and budget; buy their produce on paper, then take turns paying each other
with different amounts of currency which the cashier will then need to give them change. The
benefit about role playing is it can be all imaginary or done in the class with few a materials, means
that with some creativity the teacher can recreate any type of real life experience the students may
encounter. Some examples include buying a house, paying utilities, buying a car, going to the

Autodidactic And Active Learner-Active Learning
Autodidactic, Active Learner – Active learning is a learning style whereby the student is tasked to
inquire, gather, analyze and perform higher order reasoning. The active learning strategy attempts to
engage the student on a spectrum of communication types. Active learning stimulates different
regions of the brain and the simultaneity ties them together. For instance reading activates the visual
cortex, listening the temporal lobe, writing the cerebellum, analyzing the prefrontal lobes. This is
also know as whole brain learning. This is aptly described in the adage "Cells that fire together, wire
together. The student that is able to learn independently of a formal class is called a self–directed
learner or autodidactic. To be a self–directed learner the student must rely on self motivation. This is
also referred to as ... Show more content on Helpwriting.net ...
Meaning that the same process of learning can be reapplied indefinitely. Self–motivated learning
can also be entertaining. Being able to fill unassigned personal time with learning is a more
profitable expenditure, than partaking in the escapisms of the gaming, entertainment & sports
industries. Perhaps with the exception of documentaries. On the other hand there are deficits in self–
motivated learning. In leader lead or group learning the student and teacher experience resonance in
their mirror neurons. Neurons sympathetically imitate across a group of individuals, creating a
commonality. Since this interaction is not promoted by self learning. Individuals might find
difficulties with self learning. Experiencing feelings of distance, isolation and lack of inclusion.
Individuals with Autism Spectrum Disorder may not notice a difference between a class room and
self learning. In some situations self–motivated learning may not be as profitable a venture. In some
cases learning needs a pedigree like transcripts, certifications and CEU

Effective Science Teaching
Science is, by its nature, inquiry based and science knowledge is built through processes in which
discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific
thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient
method in teaching science. For kindergarten, this method leads to better understanding of science
concepts and builds skills that children will use in future life .What a child can do with assistance
now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must
be engaged in an active quest for learning and new ideas. Inquiry is important in educating
kindergarteners because it not only keeps them interested in lessons but also helps them retain more
information when performing exploration and investigation. Children are naturally motivated to
learn and actively seek out information to help their understanding (Piaget, 1950).The success of
students who participate in hands– on inquiry activities suggests that if students have first hands
experience with science, concepts are easier to understand and apply and students are generally
more favorable to science and have better understanding of the nature of science .Within a
conceptual framework, inquiry learning and active learner involvement can lead to important
outcomes in the classroom. In kindergarten, students who are actively making observations,
collecting results and drawing

Promoting Children's Play, Learning and Development Essay
In this TMA I have met the ethical requirements of the E105. I complied with the ethical guidance
published by BERA, 2011 under the United Nations Convention on the Rights of the Child
(UNCRC) by informing parents and giving them the option to withdraw their child from
participating; as some children were of an age where they had a limited understanding of the
purpose of the investigation (BERA, Guidelines 16 – 21, 2011). I explained to parents and
colleagues why I was carrying out the observations, and that I would comply with the Data
Protection Act 1998 by making my findings anonymous and it will only read by my tutor. I
reassured parents that the welfare of the children was paramount and would not be affected by my
investigation. If ... Show more content on Helpwriting.net ...
They were seen taking various resources to explore in the home corner. In observation1 (Appendix
1a, lines 8–13) the practitioner is seen demonstrating the socio cultural theory in the way she
extends Adam and Sara's learning by 'scaffolding' and 'guided participation' (Rogoff, 2003), She is
being 'sensitive to their zone of proximal development' (Woodhead, 2008, pg: 162) (Block 3, pg:
24). John was seen engaging in imaginative play in the 'mini world' where he was imitating the
sounds of the different animals as he was playing with them. (Appendix: 1h, lines 61–66). His play
fits into the constructivist view where he is 'actively engaged in testing and refining' his
understanding (mental mode). A similar view can be seen my observation (Appendix: 1f, lines 42–
51), where John demonstrates what Piaget (1951) would call 'discovery learning' in the way he
innovates a new painting technique. My organisation of the activity provided an experience for
children where peer–peer interaction was encouraged (symmetrical relationship). There was scope
for 'cognitive conflict'. (Block 3. Pg 23), which was demonstrated by the way Sara and Adam learnt
a new skill of painting from John (Appendix 1b& 1e). The 'change of routine song' sang by the
practitioner (Appendix 1i, lines 68) demonstrated the behaviourist theory, 'stimuli and response'
(Block 3, pg: 20). Hearing and watching the practitioner, John immediately knew

Active Learning Strategies
What effect do active learning strategies have on a middle childhood learner? Each child in different
stages has different behaviors and interest. Based on my observation of children in the middle
childhood stage, I have seen them think more differently and logically than early childhood stage. In
this stage they like to choose what they want. According to Piaget, at this stage a child develop
logical thinking, hypothesizing abilities, possibilities to grow in understanding and knowledge,
develop critical thinking and analytical skills and choose what is appropriate for them. Therefore, in
the museum we need to create protective strategies and think about ways to make them learn better,
supplement their

Common Core Standards Of Active Learning
Active learning focuses the responsibility of learning on the learners, it should be experimental,
mindful, and engaging. The learners are required to do things and think about those things they are
doing. As a 8th grade math teacher, dealing with the Common Core Standards daily, I feel as if the
internal design grammars are set up to produce an active learning environment. The standards were
written with verbs, such as: apply, perform, verify experimentally, graph, interpret, construct, and
compare; therefore, if a teacher is to have his/her students master these standards, then there should
be some active learning going. The problem with this is that teachers do not have enough time in a
day, week, or even the year to push the students

Benefits Of A Healthy Active Living Policy For Canadian...
There are many aspects of life that are not being addressed when it comes to seniors living in
Canada. Although there are policies that are in place, some of the necessary policies are lacking in
quality or are completely non–existent. An example of this would be a policy that promotes healthy,
active living to seniors who live in Canada. This would be a vitally important policy that really
effects and contributes to an overall better quality of life for older adults. A better quality of life
would mean a longer, more independent life for them. By introducing a healthy, active living policy
for Canadian seniors, they would be able to participate in a variety of activities that keep them on
their feet and moving to the best of their abilities. An examination of the importance of exercise,
both in general and specifically towards seniors will prove the need for a policy such as this to exist
and be in place in Canada.
A policy that is needed in Canada is a healthy, active living policy. This policy would be called
"Aging Healthy, Aging Happy". The overall goal of the policy would be to encourage seniors to
continue to be healthy and active in their everyday life. This means not only physical exercise, but
also mental and emotional exercises too. By making these exercise classes and other healthy, active
alternatives readily available for little to no cost for seniors, they will be able to participate in things
that this policy promotes, and therefore age healthy and

Active Learning Psychology
Active Learning in Large Introductory Psychology Classes
According to Christopher R. Poirier and Robert S Feldman's (2007), students who participate in
classes that have students use IRT or individual response technology claim to learn more in class
and tend to have higher test scores and a better grade point average than of those who do not attend
classes that include the active learning in class. The researches want to test if and how active
learning (students who participate in in class activities) would affect the outcome of their g.p.a and
test scores.
The researchers are doing a study on how much better students would do in class if they participate
in active listening classes that include using the new technology we have today. This ... Show more
content on Helpwriting.net ...
Although there wasn't a significant statistical difference in the research to show that students who
use IRT have a higher grade point averages and test scores than those who do not, students notably
claim that the use of IRT makes learning a lot easier and class a whole lot more fun. However,
students who participated in the active learning courses did better in the courses overall exams that
would include the information given during the active learning

Active Listening Critique
In this refection/critique I will briefly describe the skills sets of active listening, I will point out my
strengths and the areas need further learning and development, I will also briefly mention the impact
with future practices if I was to not develop my learning any further with the skillets that need
further learning. Active listening skills is a board range of skills that are extremely useful in social
work. The three skill clusters are: Attending Skills, Following Skills and Reflecting Skills. With
each of these skills there are specific skills that are broken down to enable people to learn more
efficiently. The specific skills for Attending skills are: A Posture of Involvement, Appropriate Body
Motion, Eye Contact and Non–Distracting ... Show more content on Helpwriting.net ...
I could further my learning in saying a few minimal encourages like: go on, tell me more, right or I
see. The purpose for minimal encouragers is to indicate that you (the listener is with the speaker)
and allows the speaker to continue talking. Reflecting skills is mirroring back the main feeling
and/or contents of what the speaker has expressed. Reflecting on my skills I believe that my
strengths are: Paraphrasing, which reflects the essentials of the speaker's message and gives an
understanding of what you heard. Reflecting feelings, which is focusing on the key feelings that the
speaker expressed and summative reflections, I believe I used summative reflections well as I used
It at the end of the convosation to clarify on the feelings, and themes. The area that I feel I need to
further my learning in is reflecting meaning, I do get confused about reflecting feeling and reflecting
meaning. Reflecting feeling Is reflecting the main feelings, where reflecting meaning is reflecting
on the feeling and facts to join them in one response. Looking back, I did use Reflecting meaning

Active Learning Is The Key For Understanding, Not Passive...
Active Learning is the Key to Understanding, Not Passive Learning
According to Paulo Freire, a Brazilian educator and philosopher, the current education lacks
teacher–student communication. In his article he reveals that, "Instead of communicating, the
teacher issues communiques and makes deposits which the students patiently perceive, memorize,
and repeat. This is the "banking" concept of education, in which the scope of action allowed to the
students extends only as far as receiving, filing, and storing the deposits."
Basically, Freire's argument is that education should involve student–teacher knowledge exchange,
rather than the teacher being the one teaching all the time. As someone who is an educator, Freire
understands that knowledge is a result of active learning rather than passive learning. He likens the
current education to a banking system whereby the teacher just deposits information into the
students' empty heads. Freire complains that this type of education does not give students the
understanding they need to connect the material with reality. In fact, he stresses out that students just
memorize what is said by the teacher without understanding the concepts. Due to that, he further
describes how the concepts taught in class seem to be disconnected from reality since the students
cannot relate how education affects their day–to–day lives.
Although I agree with Freire that education should not be like a banking system, I cannot accept his
overriding assumption

Active Versus Passive Learning Essays
Most students these days just think they have to go to class, pay attention, write some notes and they
will do fine. That may be true for some people but if they were to use a more active learning
approach instead of passive, they could do even better. Active learning is a learning approach that
gets the student more involved which helps lead to a better understanding and idea of the material
being learned (VickyRN, 2009). Passive learning is the common classroom learning approach where
you listen to a teacher and read information (VickyRN, 2009). If students were more aware of the
benefits of active learning and the difference between active and passive learning, they could
achieve higher academic results and may even enjoy it more. Many ... Show more content on
Helpwriting.net ...
Expert learners are people who know their learning goals and do their best to reach those goals
(O'Brien–Moran, 2012). They start early, come up with strategies to help them achieve their goals
and are often satisfied with their results (O'Brien–Moran, 2012). Novice learners however, have no
goals, they cram the night before a test and just do not give a full effort into their learning and are
usually disappointed with their results (O'Brien–Moran, 2012). Expert learners often engage in self–
regulated learning. Someone who is a self–regulated learner is said to begin with setting goals,
planning how to achieve those goals taking into account their time constraints as well as their
strength and weaknesses related to that specific learning task (O'Brien–Moran, 2012). Once they set
their goals and have a strategy, they carry on while monitoring their results (O'Brien–Moran, 2012).
If their strategies are working well for them, they continue on, but if they aren't, they adjust until
they find something that works for them and helps them reach their goal (O'Brien–Moran, 2012).
Being an expert learner would be a great technique to use if you want to learn more actively because
it gets you more involved with your work and you are not just showing up to class, writing some
notes and never looking at them again. Another technique we have talked about in class that would
help students learn more actively is working in groups. Working

Learning From The Learning Being An Active Participant
"Learning comes from the learning being an active participant"
This is a huge concept that contributes to children actually learning and remembering knowledge.
It's partly the teachers job to create effective learning experiences for the students to want to be
active participants. Over and over again I hear in all my education courses to make learning
meaningful to students and this is why. Students differ in several aspects and the teacher has to do
the best he/she can to ingenue the students. I don't want to be a mechanic in life and if you stuck me
in a class about automotive I would most likely be bored to death. However, concepts about
automotive knowledge might be more meaningful and memorable to me if the concepts are relatable
to my life or interesting. Anything can be made interesting or appealing with the right learning tools
and methods. Teachers need to use what they know about their students to engage active
participation. You can't throw a bunch of knowledge out for them and expect them to learn it, which
connects to another key to the learning science. Prior knowledge is the foundation to how we learn
new knowledge. Building upon what students already know creates deeper connections and can
strengthen active participation. If teaching doesn't begin with something relatable to what they
already know and believe how can they apply it in their mind.
Constructivism is a concept that is supported by all the major educational philosophers. Learners are
actively in

Active Learning Is The Best Option Of Learning
Active learning is productive, enhances opportunities and is supported or directed by technology.
However, that is not to say that active learning is the best option of learning for all. To determine
how well students learn while not physically in a classroom we need to evaluate how well learning
takes place in on–line classroom environments. Skorton (2013) documented "that an online course
has the potential to transform higher educations with substantial benefits for students, their eventual
employers, and participating communities." Therefore, evaluation of learning environments
indicates a real measure of the effectiveness of what is learned. Experiments have shown the way
that it is beneficial to a person's daily activities or student however; from experiences, there should
be a means to demonstrate what is learned. Did learning take place, at least to meet defined
objectives from a class or other learning environments? To me learning via collaborative,
instructional, and with a team of mixed backgrounds can promote a higher degree (Jones 1995). My
initial thoughts on this subject were that active learning seems to be a bit more difficult in an online
course that it would be sitting in an actual classroom with the personal and physical interactions of
others. That is unless there are sessions providing interactive, near real time or live online classes.
Learning in a classroom or while sitting at home on the couch accessing classrooms through online
resources is

Self Directed, Intrinsically Motivated, Active Learning
Self–directed, intrinsically motivated, active learning
Learning styles come in different forms and are all correlated to match learners of certain
personalities to make learning more effective. This is as a result of the need to recognize the needs
of learners as well as those of teachers and at the same time appreciate that the inclusive education
environment, irrespective of its merits, will present barriers for learners and for teachers. The learner
can be described as an individual, a recipient of an educational system that values standards and
results.(Gavin Reid) For a self–directed, intrinsically motivated, active learner, the individual takes
the initiative and the responsibility of the learning process. The learner selects, manages and assess
their own learning activities which can be pursued at any time, in any place, through any means at
any age. This type of learner being intrinsic is passion driven and by virtue of his natural behavior in
engaging in any learning process, the only reward they get is the enjoyment they get from pursuing
the learning process but not for any reward that comes from it. They are usually engaged in these
processes which usually requires an application of their brains into thinking using real life and
imaginary situations in discussions or problem solving. They usually exhibit initiative,
independence and persistence in learning ; one who accepts responsibility for his or her own
learning and views problems as challenges, not

The Importance Of Teacher And Student Interaction In...
Teacher and student interaction could also help students achieve high academic performance. Lev
Vygotsky, a Russian psychologist, talked about a person with higher knowledge having a greater
influence on our learning. When people who are older and more knowledgeable guide us through a
learning process it is easier for us to grasp a better understanding of those concepts and information.
Students can ask teachers questions and teachers can answer those questions in ways that will help
the student understand the material they are learning. Teachers can practice a method known as
high–quality instruction to ensure that all students are understanding the material being taught.
According to the IRIS Center Peabody College in Vanderbilt University, "High–quality instruction
refers to the utilization of both research–validated instructional practices and core reading programs.
Implementing high–quality instruction allows teachers to rule out inadequate instruction as a reason
for poor reading performance" (2). The IRIS Center explains this concept in detail, providing further
ways to implement high–quality instruction in the classroom. They discuss two ways to implement
it. One way is through a practice called "differentiated instruction." This is where the teacher uses
students' assessment data and alters instruction to maximize all students' learning (The IRIS Center
2). This way, every student is able to benefit from what is being taught. It also allows teachers to
correct

Learning Through Play And Active Involvement
Introduction
The key messages highlighted in the Foundation Phase are emphasising learning through play, the
role of the adult in relation to balancing adult led and child initiative activities, involving children in
planning, developing children's observation, creative and expressive skills and more use of the
outdoor environment for solving real–life problems and experiential learning. All children have the
right to receive a full education and schools must provide an inclusive curriculum that will offer
opportunities for all children to achieve their full potential and receive the experiences they are
entitled to (Framework, 2008). This supports a statement in the United Nations Convention on the
Rights of the Child "all children and young people must be provided with an education that
develops their personality and talents to the full" (Framework, 2008). School is the time where
children develop most of the skills they will use later in life and therefore it is crucial they benefit
from these educational experiences.
Emphasising Learning through Play and Active Involvement
Play is an important part in a child's learning experience as children learn best from being actively
involved and experimenting. The Foundation Phase wants practitioners to recognise that children
learn through first–hand experiential learning in an environment that is relevant to a child's interest.
Hall, N. and Abbott, L. (1992) support this as they suggest "not only is play beneficial but also

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