Yashar zargari
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The document describes a multi-disciplinary entrepreneurship clinic that teaches students through a balanced, student-centered approach. Students work directly with clients to identify issues, discuss solutions, and reach consensus on the most beneficial approach. The professor guides students through the process, while students take on roles as both counselors to clients and teachers to each other. This clinical education model provides students with hands-on learning and allows them to gain experience assuming different professional roles.
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Problem-based learning
Problem-based learning is a student-centered pedagogy where students learn through solving open-ended problems. Students develop flexible knowledge and problem-solving skills while working in small groups with a tutor to guide research and discussion. At its core, PBL presents a problem that stimulates cognitive processes and self-directed learning as students collaborate to understand new domains and find solutions.
Andragogy how adults learn
This document discusses adult learning theory and the six principles of adult learning according to Knowles. It outlines that adult learning theory emphasizes the value of the learning process and uses problem-based and collaborative approaches rather than didactic teaching. It then describes Knowles' six principles of adult learning: that adults are internally motivated, bring life experiences to learning, are goal-oriented, prefer relevance, are practical learners, and like to be respected. The document provides examples of how clinical educators can apply these principles to facilitate student learning during fieldwork placements.
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This infographic was designed for academic advisors and covers 6 basic learning theories and areas where students might struggle with each theory.
Learning Theory Job Aid Paper.docx
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
Problem based learning
Problem-based learning (PBL) is an instructional strategy where students work in groups to solve an open-ended problem. It represents a shift from a teacher-centered approach where the teacher demonstrates and tests knowledge, to a student-centered approach where students discover knowledge through collaboration and hands-on problem solving. PBL cultivates critical thinking skills and student engagement. It allows students to develop creativity and independence by managing their own activities. PBL requires teachers to shift their goals from knowledge transmission to knowledge construction, and to focus on facilitating self-assessment over external evaluation.
Deductive and inductive method
The document discusses the inductive and deductive methods of problem solving. The inductive method involves moving from specific observations and examples to broader generalizations and conclusions. It allows students to discover truths for themselves through a process of observation, analysis, classification, abstraction and application. While slow, it promotes active learning and self-confidence. The deductive method provides students with general principles and rules and asks them to apply these to specific examples. It is faster but does not facilitate self-discovery or independent thinking. Both methods have merits and limitations depending on the learning context and goals.
Problem solving techniques
This document discusses problem solving techniques and skills. It begins by defining problem solving as identifying and defining a problem, generating solutions, evaluating options, implementing a solution, and assessing effectiveness. It then outlines a 5-step problem solving process: 1) analyzing contributing factors, 2) generating interventions, 3) evaluating solutions, 4) implementing a plan, and 5) assessing interventions. For each step, example skills are provided like active listening, brainstorming, and data analysis. Principles for teaching problem solving emphasize modeling a method, teaching in context, helping students understand the problem, allowing time, asking questions, and linking errors to misconceptions.
T&L Questioning
Questioning is a critical skill for teachers as it is the primary method of interaction, assessment of learning, and providing appropriate challenges. Effective questioning reinforces learning objectives, involves all pupils, and engages pupils in higher-order thinking like justification and reasoning. It is easy for teachers to fall into pitfalls like an overreliance on closed questions, not giving pupils time to think, and not involving the whole class. Teachers should evaluate their own questioning techniques using recordings and focus on balancing open and closed questions as well as handling incorrect answers effectively.
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Problem-based learning
Problem-based learning is a student-centered pedagogy where students learn through solving open-ended problems. Students develop flexible knowledge and problem-solving skills while working in small groups with a tutor to guide research and discussion. At its core, PBL presents a problem that stimulates cognitive processes and self-directed learning as students collaborate to understand new domains and find solutions.
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This infographic was designed for academic advisors and covers 6 basic learning theories and areas where students might struggle with each theory.
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Problem based learning
Problem-based learning (PBL) is an instructional strategy where students work in groups to solve an open-ended problem. It represents a shift from a teacher-centered approach where the teacher demonstrates and tests knowledge, to a student-centered approach where students discover knowledge through collaboration and hands-on problem solving. PBL cultivates critical thinking skills and student engagement. It allows students to develop creativity and independence by managing their own activities. PBL requires teachers to shift their goals from knowledge transmission to knowledge construction, and to focus on facilitating self-assessment over external evaluation.
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The document discusses the inductive and deductive methods of problem solving. The inductive method involves moving from specific observations and examples to broader generalizations and conclusions. It allows students to discover truths for themselves through a process of observation, analysis, classification, abstraction and application. While slow, it promotes active learning and self-confidence. The deductive method provides students with general principles and rules and asks them to apply these to specific examples. It is faster but does not facilitate self-discovery or independent thinking. Both methods have merits and limitations depending on the learning context and goals.
Problem solving techniques
This document discusses problem solving techniques and skills. It begins by defining problem solving as identifying and defining a problem, generating solutions, evaluating options, implementing a solution, and assessing effectiveness. It then outlines a 5-step problem solving process: 1) analyzing contributing factors, 2) generating interventions, 3) evaluating solutions, 4) implementing a plan, and 5) assessing interventions. For each step, example skills are provided like active listening, brainstorming, and data analysis. Principles for teaching problem solving emphasize modeling a method, teaching in context, helping students understand the problem, allowing time, asking questions, and linking errors to misconceptions.
T&L Questioning
Questioning is a critical skill for teachers as it is the primary method of interaction, assessment of learning, and providing appropriate challenges. Effective questioning reinforces learning objectives, involves all pupils, and engages pupils in higher-order thinking like justification and reasoning. It is easy for teachers to fall into pitfalls like an overreliance on closed questions, not giving pupils time to think, and not involving the whole class. Teachers should evaluate their own questioning techniques using recordings and focus on balancing open and closed questions as well as handling incorrect answers effectively.
Adult Learning Theory
1. The document discusses adult learning theory and how it differs from pedagogy. It outlines four key principles of adult learning: adults need to know why they are learning, they learn best through experience, they approach learning as problem-solving, and learning is most effective when it is immediately relevant.
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Problem based learning
This document discusses problem-based learning (PBL), an active learning approach. It provides an overview of PBL, comparing it to traditional and project-based learning. PBL uses real-world problems as the starting point for learning and involves students working collaboratively in groups to seek solutions. The document outlines the basic 5-phase PBL process and describes a workflow model. It also lists advantages of PBL such as developing students' problem-solving skills and discusses teachers acting as facilitators. Finally, it presents 4 stages of PBL involving connecting to problems, researching contexts, imagining designs, and taking action.
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The document discusses modern instructional strategies for teaching mathematics, including cooperative learning, collaborative learning, concept mapping, and simulations. It explains that these strategies help students develop mathematical concepts by building their declarative, procedural and conceptual knowledge. Specifically, it outlines the key elements and advantages of each strategy to enhance student learning and achievement in mathematics.
Productive pedagogies
The document summarizes research from the Queensland School Reform Longitudinal Study on productive pedagogies. The research found high levels of supportiveness in classrooms but low intellectual demand and connectedness. Teachers with high ratings of productive pedagogies had a greater sense of responsibility, efficacy, and understanding of curriculum and assessment. The absence of intellectual demand particularly in disadvantaged schools has social justice implications, as it reproduces inequality by demanding what it does not provide. Productive pedagogies aim to redistribute capitals by aligning curriculum, pedagogy, and assessment in a way that scaffolds learning and connects to students' lives.
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Guided/exploratory approach
The document discusses inquiry and problem-solving approaches to teaching. It notes that inquiry approaches model the investigative processes of scientists, allowing students to explore, ask questions, and form their own conclusions. Problem-solving approaches employ the scientific method, having students define problems, form hypotheses, test them through experiments or data collection, analyze evidence, and form conclusions. Both approaches aim to actively engage students in investigating concepts rather than simply being told information. They promote skills like critical thinking and develop scientific attitudes.
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This document outlines strategies for effective social studies teaching and learning. It discusses how learning is constructed based on prior knowledge and facilitated through metacognitive strategies. Learners' motivation and the social context of learning also impact what is learned. Effective teaching engages students' prior knowledge, addresses misconceptions, and provides opportunities for collaboration. The document contrasts direct instruction, which is teacher-led and focuses on skills and concepts, with indirect instruction, which emphasizes student involvement in problem-solving and discovery learning with teacher facilitation.
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This document discusses effective teaching strategies for developing critical thinking skills in students. It begins by outlining Bloom's Taxonomy of concrete and critical thinking skills. It then provides tips for teachers to encourage thinking skills in students, such as allowing questions and mistakes. The document lists skills needed for critical thinking like rationality and open-mindedness. Principles of effective teaching are presented, including commitment to all students and maintaining high standards. Finally, the document proposes a "recipe" model for effective teaching strategies with layers representing key elements like purpose, practice, engagement, choice and the teacher's personality.
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As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
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This document discusses different types of questions, including questions that seek information, promote high-level thinking, test student knowledge, probe original ideas, elicit judgments and opinions, involve cognitive reasoning, arouse interest, and guide activities. It also notes that questions can determine understanding, check work completion, and stimulate independent learning.
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The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.
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Teachers want students to exhibit intrinsic goals like persisting on challenging problems, working until the end of class, and showing interest in tasks. The document discusses intrinsic versus extrinsic goals, noting intrinsic goals involve developing skills, attributing success to effort, and seeking challenges. It recommends encouraging intrinsic goals through inquiry-based classrooms where students discover solutions themselves and see their work lead to valued outcomes. Teachers should expect student success and maintain high standards to motivate students to believe achievement comes from hard work rather than innate ability.
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Here are the responses to the statements in 1/2 sheet of paper:
1. Clarity of focus
2. Designing backwards
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4. Expanded opportunities
5. Valid
6. Reliable
7. Fair
8. Innovative
9. Reflective
10. Multi-literate
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1. The document discusses adult learning theory and how it differs from pedagogy. It outlines four key principles of adult learning: adults need to know why they are learning, they learn best through experience, they approach learning as problem-solving, and learning is most effective when it is immediately relevant.
2. The four principles are then exemplified through scenarios relating to motivational, experiential, problem-based, and immediately useful learning. Strategies are suggested for applying the principles in practice, such as setting clear objectives, posing problems to induce learning, and providing real-life examples and feedback.
Problem based learning
This document discusses problem-based learning (PBL), an active learning approach. It provides an overview of PBL, comparing it to traditional and project-based learning. PBL uses real-world problems as the starting point for learning and involves students working collaboratively in groups to seek solutions. The document outlines the basic 5-phase PBL process and describes a workflow model. It also lists advantages of PBL such as developing students' problem-solving skills and discusses teachers acting as facilitators. Finally, it presents 4 stages of PBL involving connecting to problems, researching contexts, imagining designs, and taking action.
Assignment
The document discusses modern instructional strategies for teaching mathematics, including cooperative learning, collaborative learning, concept mapping, and simulations. It explains that these strategies help students develop mathematical concepts by building their declarative, procedural and conceptual knowledge. Specifically, it outlines the key elements and advantages of each strategy to enhance student learning and achievement in mathematics.
Productive pedagogies
The document summarizes research from the Queensland School Reform Longitudinal Study on productive pedagogies. The research found high levels of supportiveness in classrooms but low intellectual demand and connectedness. Teachers with high ratings of productive pedagogies had a greater sense of responsibility, efficacy, and understanding of curriculum and assessment. The absence of intellectual demand particularly in disadvantaged schools has social justice implications, as it reproduces inequality by demanding what it does not provide. Productive pedagogies aim to redistribute capitals by aligning curriculum, pedagogy, and assessment in a way that scaffolds learning and connects to students' lives.
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Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
Guided/exploratory approach
The document discusses inquiry and problem-solving approaches to teaching. It notes that inquiry approaches model the investigative processes of scientists, allowing students to explore, ask questions, and form their own conclusions. Problem-solving approaches employ the scientific method, having students define problems, form hypotheses, test them through experiments or data collection, analyze evidence, and form conclusions. Both approaches aim to actively engage students in investigating concepts rather than simply being told information. They promote skills like critical thinking and develop scientific attitudes.
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This document outlines strategies for effective social studies teaching and learning. It discusses how learning is constructed based on prior knowledge and facilitated through metacognitive strategies. Learners' motivation and the social context of learning also impact what is learned. Effective teaching engages students' prior knowledge, addresses misconceptions, and provides opportunities for collaboration. The document contrasts direct instruction, which is teacher-led and focuses on skills and concepts, with indirect instruction, which emphasizes student involvement in problem-solving and discovery learning with teacher facilitation.
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Learning outcome
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
Adult training guidelines
The document provides guidelines for developing effective adult training programs. It discusses conducting a needs assessment to identify learning objectives and gaps in knowledge or skills. It also covers developing a training plan that outlines the structure, content, sequence and duration of training. The plan should be based on learning objectives and help participants meet their learning needs through varied activities and practice. The document emphasizes using participatory approaches and involving learners to maximize the transfer of knowledge and skills.
Questioning Technique
This document discusses different types of questions, including questions that seek information, promote high-level thinking, test student knowledge, probe original ideas, elicit judgments and opinions, involve cognitive reasoning, arouse interest, and guide activities. It also notes that questions can determine understanding, check work completion, and stimulate independent learning.
LOS ALUMNOS DACTILARES
This document discusses the role of technology in education from a constructivist perspective. It explains that from a constructivist view, technology should serve as a partner in the learning process by engaging learners actively and supporting meaningful, authentic, cooperative learning. It then outlines five specific roles for technology: as a tool, information vehicle, context, social medium, and intellectual partner to support knowledge construction, learning by doing and reflecting, and discourse within learning communities.
Teaching strategies
The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.
Class 3 knowles principles of andragogy
Knowles' principles of andragogy outline how adults learn best. They include that adults learn best when they feel a need to learn, are respected and trusted by others in their learning environment, help plan their learning, and can apply their experiences. Andragogical teaching focuses on self-directed learning, problem-centered orientation, and mutual planning between teacher and learner. Grow's stages of learning autonomy show how learners progress from dependent to self-directed, while Kolb's model emphasizes learning through concrete experience, observation, conceptualization, and experimentation.
A 9 the experiential learning cycle
The document outlines two general classifications of learning - deductive and inductive. It then describes the steps of the deductive method and provides examples of the inductive method. Finally, it details the seven steps of the experiential learning cycle which is used interchangeably with the inductive method: 1) Orientation, 2) Instruction, 3) Experiencing, 4) Data Gathering and Analysis, 5) Synthesis and Generalizing, 6) Integration, and 7) Closing Remarks.
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Teachers want students to exhibit intrinsic goals like persisting on challenging problems, working until the end of class, and showing interest in tasks. The document discusses intrinsic versus extrinsic goals, noting intrinsic goals involve developing skills, attributing success to effort, and seeking challenges. It recommends encouraging intrinsic goals through inquiry-based classrooms where students discover solutions themselves and see their work lead to valued outcomes. Teachers should expect student success and maintain high standards to motivate students to believe achievement comes from hard work rather than innate ability.
But i am not an english teacher!! 2
This document provides an overview of content area literacy strategies for teachers. It discusses the importance of literacy in various content areas and defines basic, intermediate, and discipline-specific literacy. Several instructional strategies are presented, such as teaching word origins and using multiple representations in math. The document emphasizes that students need support to develop advanced literacy skills in high school. It also lists learning targets for a professional development session, which are to identify and implement effective cross-curricular literacy strategies.
Outcomes based education
Here are the responses to the statements in 1/2 sheet of paper:
1. Clarity of focus
2. Designing backwards
3. High expectations
4. Expanded opportunities
5. Valid
6. Reliable
7. Fair
8. Innovative
9. Reflective
10. Multi-literate
Experience the Discovery Learning Approach – Paradigm Learning
Discovery learning is a powerful instructional approach that guides and motivates learners to explore information and concepts, embrace new knowledge, and apply new behaviors back on the job. Using this methodology, organizations can educate their employees quickly and with higher levels of retention than traditional training methods.
Effective teaching
This document discusses challenges in defining effective teaching. It notes that effective teaching requires criteria related to educational objectives, which can vary over time and place. Common objectives include promoting cognitive development and literacy. Definitions of effective teaching often focus on student outcomes or teacher behaviors that promote outcomes. The review examines perspectives and evidence from inspections, teachers, principals, and students. It also explores characterizing effective practices and measuring teacher impacts considering school and departmental contexts.
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Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
Reinventing teaching strategy
The document discusses the need to reinvent teaching strategies to make them more student-centered in the modern context of globalization. It advocates for equipping students with skills like critical thinking, creativity, and innovation. It proposes several innovative teaching methods like cooperative learning, role-playing, project-based learning, mind mapping and using humor to aid retention. These methods aim to make students active participants in learning and develop skills beyond traditional instruction.
Problem Based Learning
This document discusses problem-based learning and project-based learning. It explains that problem-based learning is a student-centered approach where students learn by solving complex problems. It also describes the seven step process for problem-based learning. Project-based learning involves students investigating real-world problems and challenges. The key components of project-based learning are outlined, including learner-centered environment, collaboration, authentic tasks, and innovative assessment. Benefits of both approaches include increased motivation, development of critical thinking skills, and preparation for lifelong learning.
Project/Problem Based Learning Unit (audia marisol)
Problem-Based Learning turned into Project-Based Learning Unit.
Differentiating instruction, while providing students with voice and choice.
Students centred techniques Turkey
Student-centered teaching methods focus on active learning where students solve problems, ask questions, and work collaboratively. These include cooperative learning, inquiry-based learning, and problem-based learning. Research shows student-centered methods lead to better learning outcomes than traditional teacher-centered lectures. The document then discusses several specific student-centered techniques like role modeling, computer-aided learning, discovery learning, and discussion-based learning. It emphasizes allowing student input and creativity while catering to individual needs.
Subject matter expertise
Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry.
These include the past and its relation to the present; the natural world; the ideas, beliefs, and values of our own and other peoples; the dimensions of space and quantity; aesthetics and representation; and so on.
Form = Function
1. The document discusses 21st century skills training and outlines several key points about effective teaching and learning.
2. It emphasizes the importance of understanding students' varying needs and abilities, and teaching both small groups and individuals.
3. Setting clear learning goals and criteria helps students understand what is expected of them and allows for self-assessment.
Assignment deepthi
This document discusses problem-based learning (PBL), a student-centered pedagogy where students learn through problem-solving. It defines PBL according to Barrows and explains its goals of developing flexible knowledge and problem-solving skills. The document also discusses how PBL follows constructivist learning principles and requires resources and planning to implement effectively in schools. Finally, it concludes that PBL represents a paradigm shift from traditional lecture-based teaching by developing different teaching constructs centered around problem-solving.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles. approaches to curriculum design
This document discusses different approaches to curriculum design. It describes learner-centered and problem-solving approaches that focus on the needs, interests and abilities of learners. The learner-centered approach considers the whole child and provides freedom for self-discovery. The problem-solving approach views learners as capable of directing themselves to resolve problems independently. Both approaches emphasize learning through real-life problems and preparing learners for civic responsibilities.
Assignment No 1 848.docx
There are three types of variables that affect teaching and learning:
1. Independent variables - Elements that a teacher or researcher manipulates, such as using multimedia displays, to see their effect on other variables.
2. Dependent variables - Outcomes or results that are measured in response to changes in the independent variable, such as students' understanding of a concept.
3. Extraneous variables - Other variables besides the independent variable that could influence the dependent variable, like student characteristics, and need to be controlled for.
Philosophies of Instructional Strategies for Effective Learning
This document discusses various instructional strategies for effective learning, including the Socratic method, peer tutoring, flipped classroom, teachable moments, meta-reasoning, mini-lessons, working independently, reality-based teaching, and modeling. It explains the goal and importance of each strategy. In conclusion, it states that these strategies can work individually or together, across disciplines and ability levels, and teachers should consider the student perspective to provide a supportive learning environment.
PhilosophyofTeachingStatement01
The document outlines the author's philosophy of teaching. It believes teaching is important for imparting knowledge to students and helping them develop skills for higher education. It advocates for project-based learning infused with technology where students research topics and present explanations. The teaching methodology involves daily lesson plans with films, lectures and guided activities for students to research comprehension. The role of the teacher is a facilitator to guide student thinking through questioning. Students are assessed through oral presentations and formative exams. The justification for this style is it focuses on the learning process through student interaction and conversation to help solve problems and develop positive behaviors like collaboration.
teaching philosophy
This document outlines the guiding principles for teaching. It discusses that teaching should equip students with knowledge and skills to self-examine problems and find solutions. It also notes that students learn in different ways, such as visually, auditorily, or through hands-on learning. The teacher's objectives, strategies, and assessments should incorporate these different learning styles. The document emphasizes the importance of higher-order thinking skills like critical thinking to help students succeed not just as employees but also entrepreneurs. It supports a constructivist approach where students discover new ideas and the teacher engages them through questioning. Cooperative learning strategies and hands-on activities are recommended. The teacher aims to foster positive relationships with students and an individualized lab environment to promote interest
Problem based-teaching
Problem-based learning is a student-centered pedagogy where small groups of students work to solve real-world problems. The teacher acts as a facilitator, providing guidance as students research issues, analyze solutions, and present their findings. The goal is for students to build skills like collaboration, communication, and self-directed learning that are important for their future careers. Computerized programs and email can supplement traditional problem-based learning discussions to reduce personnel needs and facilitate communication between groups.
Facilitating learning final answers
This document contains a student's responses to a test on facilitating learning. It includes:
1) Multiple choice and true/false questions identifying different teaching methods and strategies.
2) Two essay questions where the student discusses the best approach for teaching elementary/high school students and the methodology they would use for college students.
3) An explanation of why exploratory strategy uses a facilitative method.
Inquiry based learning
The document discusses inquiry-based learning, which emphasizes students' questions and observations. Instructors encourage students to share ideas and challenge each other respectfully. When done correctly, inquiry-based learning can develop higher-order thinking, information literacy, critical thinking, and lifelong problem-solving skills. The process involves students planning investigations, retrieving and processing information, creating projects, sharing their work, and evaluating their findings and methods. Setting up an inquiry-based classroom requires equipping it with various learning materials to stimulate students' inquiries.
Visible learning
This document summarizes research on visible learning and ranks teaching strategies by their effect size on student achievement. The top three strategies are student self-report grades, Piagetian programs, and providing formative evaluation of programs. Overall, the document analyzes over 800 meta-analyses on different influences on student achievement.
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Yashar zargari
- 1. Multi-disciplinary entrepreneurship clinicDR ArabionYasharZargariuniversity of tehranfaculty of entrepreneurship
- 2. Teaching methodological implementing educational theory A balance of content & process this approach of solving the client’s problem was balanced, allowing each of student s to make contribution based on cognitive knowledge. This enable student to assume the role of both student and teacher. At the end critical issue identification, possible business and law solutions is offered.
- 3. Teaching methodological implementing educational theory Student rather than teacher based the professor merely guided the student through the process of issue identification , discussion and conclusion. Furthermore, by identifying cognitive dissonance , in students whose cognitive knowledge failed to provide the best solution their contribution was acknolwledged .
- 4. Teaching methodological implementing educational theory Personal not impersonal in nature the formation of a student – entrepreneurship relationship increased the students motivation toward excellence as the entrepreneur’s passion and emotions transferred to them. Frequently students express an opinion on either the product or the entrepreneur.
- 5. Teaching methodological implementing educational theory Holistic rather than reductionistic although each student narrow the problem to evaluate it within the limitations of their cognitive knowledge the sharing and discussion of issues , solutions and impacts allowed the student to reach a consensus and adopt the solution most beneficial to the client.
- 6. Teaching methodological implementing educational theory Students were required to prepare for client interview by conducting preliminary research and developing interview questions. For example when the client was inventor of a new product law students were required to develop an interview focused on the protection of intellectual property and business students focused on market feasibilty
- 7. conclusion This clinical education provides student with an optimal experimental education . Student assume the role of counselor when working with clients , teachers when conveying knowledge to other student and student when learning from other student .
- 8. Conclusion