Procedural knowledge

1. LEARNING Learning is an act of getting new knowledge or modifying and reinforcing the existing knowledge, skills, preferences, behaviors, or values and may involve combining different types of information. Every humans possess the ability to learn and it does not happen all at once, but builds up and is affected by previous knowledge. To this effect learning can be seen as a process, instead of a collection of factual and procedural knowledge. Children may learn to identify objects at an…

In the late fifth century B.C, the Greek philosopher Plato defined knowledge as “justified, true belief”. This proclamation assumes knowledge must be justified through ways of knowing in order to be classified as knowledge . So if for example a piece of information is perceived through sense perception such as the equation 1+1=2, it must then pass through a process of rational analysis before it can be classified as knowledge ( one may justify this by taking one unit of a facet and adding…

C3 Framework Indicators Common Core State Standards for Literacy in Social Studies/ History D.1.3: Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question. D.1.4: Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D.3.1: Gather relevant information from multiple sources representing a…

and potentially compromising the prescribed curriculum standard? Merging and applying them, I must admit, pose a most difficult challenge. This is evinced in the first three lessons, which adapt the textbook structure for laying the disciplinary knowledge foundation. These, however, are necessary to set the stage for more advanced…

In my classrooms I engage with students as equally participating citizens capable of facilitating social, political, ethical and cultural awareness and transformation. As an interdisciplinary scholar and teacher of childhood and youth studies I communicate to participants that there are no final answers to the questions we ask. Rather, our collaborative goal should be to explain how we arrive at particular interpretations, conclusions, or recommendations. I seek to create an egalitarian…

An important assumption for the structure to be operational is the acknowledgment that content area teachers have expertise in their discipline and vast knowledge about their subject, and should not be marginalized by the expectation that they become reading interventionists (Buehl, 2011; Gunning, 2018, IRA, 2012; Reed, Wexler, and Vaughn, 2012). Wendt (2013) affirmed the divide between literacy learning and content learning, and the assumption that academic learning presumes the mastery of…

roles at these various institutions. Teacher knowledge and experience and beliefs about language are important aspects of how grammar is taught. Many teachers are very well educated in English grammar and are able to teach grammar rules and many other teachers do not have the background to teach grammar. Less qualified teachers may be able to follow basic instruction in a teacher manual, but they do not have the pedagogical or grammatical knowledge to effectively teach grammar rules. This…

My post-formalist period: Learning about history through literature and philosophy As I posited in my theory critique, post-formalism describes a process of drawing upon one’s personal experience, and combining it with knowledge acquisition in order to make sense of the world and one’s place in it. In this scenario, the teacher takes on the role of facilitator – one who is responsible for providing the opportunity to arrive at that crossroads. This is how I came to gain a more nuanced…

modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curve. It does not happen all at once, but builds upon and is shaped by previous knowledge. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in…

Personal Knowledge is a knowledge acquired by an individual through his/her experience, practice and personal involvement and closely bound up with the local circumstances of an individual. The local circumstances of an individual such as biography, interest and values are integral part of acquiring a personal knowledge. The personal knowledge is influenced by the individual’s perspective, which gets built over a period of time. Personal knowledge refers to the possession of knowledge by an…