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• W1513877877 abstract "Learning Goals Under Third Force Psychology a high school must conceive itself as a learning organization, and where students direct their personal efforts towards strategic problem solving and learning. Student goals are associated with an incremental view of intelligence where human ability is viewed as dynamic and changeable, and that greater effort is always associated with increased ability (Neuman & Simmons, 2000).. Nested Learning Theory This approach to learning begins with knowledge-based where effort-based learning calls for a new way of organizing schooling. It begins with honoring each students right to expert instruction regardless of his or her initial ability. Educators must be part of a continual professional development that reflects the same core learning and aptitude theories as those espoused for students. Always there is a balance of power between administrators and teachers, and where administrators are as accountable for teachers' success as the teachers are for students' success. So when a student fails, the teacher fails; and when a teacher fails, the administrators fail. Individual Differences in Relation to Learning The first and most important thing for the teacher to understand in relation to his/her role as a teacher is the general nature of individual differences among all students in relation to learning. First, there are genetic and hereditary differences in relation to the ability to learn. Second, there are important differences in relation to language and their ability to communicate; some in relation to visual and auditory limitations; and others in relation to experience and other disabilities (Resnick, 2000) Superior Students About one fourth of the students in a typical high school class are of the superior type and for a wide variety of differences. These kind of students have demonstrated repeatedly that they can learn with or without the aid of a teacher. At the high school level they serve as a valuable resource to assist in the teaching of other students who have trouble mastering a particular learning module.. Average Students Typically, about half of all students are considered to be average in relation to learning, but always they are in need of guidance for the planned learning modules. It is to this average group that the typical class is paced, and where the full repertoire of teaching activities are being utilized.. Slow Learners Typically about one fourth of students in the usual high school in America are of the slow learner type, and it is not unusual for one or more of this group to become superior students with guidance and care. More often than not these students are more or less atypical in nature in a wide variety and different areas of their life space. It is with this group that the real challenge for every teacher takes place. Each and every student is as important as every other one, and teachers must recognize the warning signs of failure; since the failure of one such unit quickly leads to failure in succeeding units or modules. Contiguous Nature of Standards All major courses in our high school across America cover units of that are contiguous in nature; so that in order to understand a second unit, it is often critically important to understand the unit that goes before. If a student is late to class, or misses a given lesson, there must be provision in teacher education to help that individual make up the lesson that is missed before going on to the next unit or module of instruction.. To continue without making up even a single lesson sometimes leaves the student without the background needed to understand what is being covered in the succeeding lessons. In the new student-centered approach to teaching each and every student must be kept informed in relation to the contiguity nature of our hard core subject matter courses. …" @default.
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• W1513877877 date "2000-12-22" @default.
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• W1513877877 title "Third Force Psychology and Teacher Education in Relation to Contiguity and Standards" @default.
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