Knowledge sharing

“Methods of education: Rote Learning and Conversational Teaching” There are two different ways of learning presented in this essay. Both of them have the purpose to help the Christian communities at churches to increase the knowledge that the congregation has about their beliefs and traditions. Equally, they can be very useful for the people in charge of a group at church, from pastors to ministries’ leaders. There are advantages and disadvantages for each one of them and this essay has the…

When people think about how children learn in the classroom, the thing that normally comes to the mind is the teacher standing in front of the class instructing to the students, and the students will need to sit on the chair to understand the knowledge that their teacher is teaching (Cox, n.d.). This is…

Debriefing provide a safe environment to express feelings, biases and any lack of understanding or knowledge. The sharing of stories with fellow students and teachers is important for processing and understanding experiences (Rankin & Delashmutt, 2006, Giske & Cone, 2012). The process of affirmation integrates experiences and discussions of literature and builds the students’ professional identity. Reflection where students could contemplate and discuss together with teachers and nurses, and…

chains. Plato theorized that when the prisoner was exposed to what we consider the “real world” he would not believe what he sees; gradually the prisoner would adjust to this new reality and become enlightened with knowledge and understanding. When the prisoner brings his newfound knowledge back to the…

learning (Schiro, 2008). The aim of learning is personal growth rather than knowledge acquisition and this has obvious implications in the way curricula are designed. A learner-centred curriculum may allow students to decide the learning objectives, learning methods and pace of their own learning; assessment is usually formative or from self-evaluation; teachers are there to facilitate learning rather than to transmit knowledge (Ross 2000; Harden 1984). Ross (2000) gives further detail on a…

example, they learned what clay was made of along with knowledge about the smell, texture, feeling, etc. Along with this, they learned many things about themselves. For example, they learned that with much open-ended time, they could create anything they wanted without the teacher directing them. They learned that they could express their own ideas to each other without being judged or laughed at. The students also learned a lot about sharing and how they can get along better when they just ask.…

key requirement for professionals and academics to ensure better communication, resolve conflicts, and improve future performance. To look back on, group work using Stock-Trak Trading Simulation has allowed participants to gain extreme practical knowledge in trading and investment. This writing is to reflect on my contribution to the simulation activities, critically evaluates our group performance, discuss team work, communication, and possible suggestions to ensure future improvement. It can…

Learning often constitutes the acceptance of new knowledge and skills that help to form the basis of our behaviours, attitudes, and comprehension. Learning “occurs when practice or experience causes a relatively permanent change in an individual’s knowledge, behaviour or attitudes. The change may be deliberate or unintentional, for better or for worse” (Hill, 2002). Thus learning encompasses three main…

I am not one to brag. I have no reason to. Bragging is, in my opinion, a selfish way to assert oneself and make oneself seem better than another. There is really no point, and it almost never leads to another person respecting you. People gain respect through their actions and through their experience, not through what they say about themselves. With this in mind, I will not strive to write an essay that will attempt to put me above everyone else by choosing words such as “helpful” or “brave”.…

The purpose of this report is to reflect and critically analyse a classroom scenario in a mathematics lesson whilst using mathematical thinking and processes. This will allow for the strengths and weaknesses to be highlighted for best practice within a primary school setting. In examining the scenario it will bring light to the recent literature relating to the mathematical pedagogy. The analysis will include Critical Areas designed to bring focus to the standards by describing the big ideas…