Journal on the Principles and Methods of Teaching
The paper discusses the principles and methods of teaching, emphasizing the significance of personal meaning in learning experiences, the collaborative nature of learning, and the …
In the following sections, we explore these three principles, and then discuss EBL as an effective method to operationalise them.
Discussions of foundational principles that frame effective teaching are not unique to Gregory, and the educational literature contains an abundance of suggested principles, strategies, and …
Technique encompasses the personal style of the teacher in carrying out specific steps of the teaching process. Through technique, teachers enable to develop, create and implement, …
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The Journal of - ed
teaching fulfills four major principles: the integration of learning activity in teaching is important as learners will learn by doing; repetition, generalization and dissemination are important notions; …
Guiding principles in the selection and use of teaching strategies
This paper discusses key principles for selecting and employing effective teaching strategies. It emphasizes that involvement of multiple senses in learning enhances retention, and …
JITE v32n2 - Five Principles for Guiding Curriculum …
The guiding principles articulated above (i.e., the need for a conceptual framework, opportunities to reflect on attitudes and beliefs, exploration of the epistemological foundation of the subject, …
Guiding Principles: The Maxims of Effective Teaching
Dec 14, 2023 · Focuses on the fundamental principles that guide teaching practices, known as maxims. It elaborates on how these maxims facilitate decision-making in teaching, contribute …
Timeless Principles for Effective Teaching and Learning: A …
Jun 15, 2021 · The purpose of this study is twofold: (a) to assess the perceived relevance of the Seven Timeless Principles and guidelines posited by Gregory (1886) for current educators and...
Towards a science of the art of teaching: Using variation theory as …
Nov 4, 2011 · The purpose of this paper is to argue that variation theory can serve as a guiding principle of pedagogical design. Data from two case studies are used to support the argument.
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