Education
Eduquo articles under the heading of education, the learning of knowledge, information and skills during the course of life, talk about two main subjects:
  • Curriculum. The articles will be related the subjects comprising a course of study in a school or college.
  • Teaching and Learning procedures. Procedures employed in the process of teaching and learning either inside or outside the classrooms are being discussed in under this subheading.
  • Others. Articles in this subheading will be related to education which do not classify under the two abovementioned subheadings.
Essentials of Learning for Instruction

 

Learner's memory

 

 
 
These are often referred to simply as motives. There are many kinds of motives fundamental wants like the need for food; social motives such as desire for social approval, prestige, and affection; personal motives like curiosity and the desire for power or dominance. It is not possible to deal with varieties of motives in this book or do little more than acknowledge their existence. The desire for mastery or effectance, appears to be one of the most dependable motives on which to base the design of instruction. However, many different motives may play a part in learning on any particular occasion. Discovering what they are and setting them into motion is an important task for the teacher to undertake in lesson planning.
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Factors Involve in Select Instructional Strategies

Concepts of Learning Psychology

One selection approach is to study learning psychology and determine what various writers have to say about selecting the appropriate instructional strategy for a given objective. This information is presented by writers in several ways, but a common one is the cone of experiences. There are various renditions of this, depending upon the writer. The cone can represent a continuum from the simple to the complex from direct experience to wholly vicarious, or any other continuum the writer wishes to select. The difficulty with this approach is that it assumes that there is a continuum, and that concept is debatable. It also puts selection on a one-dimensional plane that excludes the variables of the material, the previous experience of the learner, and the style of the learner, and it usually completely ignores two other factors that will be discussed later in this section.

The cones have some worth, for they organize the instructional strategies into usable patterns. The problem is with the Designer who seeks answer from the cones or continuums as the variables are complex. A single instrument will not permit the luxury of a quick and easy selection.
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Curriculum: Select Instructional Strategies


To select instructional strategies that are appropriate for the curriculum, the learner, the instructor, and the organization. To revise the lesson plans, to reflect the decisions about instructional strategies.

The emphasis first on the curriculum and then on the instructional strategies is based on a concept stated about 150 years ago by an Italian architect who said. "Form follows function." We could develop a tortuous alliteration for our field. but to avoid any ambiguity let us put it in direct terms: "Instructional strategies follow the curriculum."

This is not an easy rule to abide by. for the selection of instructional strategies is far from an automatic procedure. There are some general guidelines. which we will explore, but there are so many variations that it is generally impossible to list a particular element of the curriculum and automatically state that there is one way (that is. instructional strategy) to learn that element.
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Benefits of Single Parent Involvement in Child Education


Single parent involvement in child education may seem hard to do, but in reality, it is easier than you think.

 

Benefits of Parental Involvement in Child Education


A parent’s involvement in their child’s school and academic life has positive effects on her child’s growth, not only in school, but later on in life. The more a parent is involved in her child’s education, the more likely the child is to achieve higher than average grades, and develop a positive attitude towards school and homework. These children are also more likely to pursue higher education.

Given the benefits, for some parents, however, involvement in their child’s education may seem unworkable, and is true especially for working and single parents. Single parent involvement in child education is a challenge. Single parents feel they may not be able to contribute to their child’s learning or to their child’s school because of endless commitments to work, time constraints, and financial struggles.
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Education for Children

The initial state of happiness about an own child is often overcome with annoyance after even a short period of time. Children quickly grow an own personality, and it’s the most vital task of the parents to help develop it and give it a shape. Otherwise, the little angel can turn into a little devil adding considerably to the stress in life you already have.

Like everything else in life, child education is a tightrope walk between strictness and letting loose. Drifting off either way causes more problems than it solves. But of course what sounds clear and obvious in theory is much harder to actually apply practically.

The suggestions here are no rules to follow, they’re mere guidelines and should animate own thoughts and ideas. After all, it’s up to you what you think is best.
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Seven Curriculum Mind Shifts Part 4

From Motivation to Liberation


Children come fully equipped with an insatiable to explore and experiment. Unfortunately the primary institutions of our society arc oriented predominantly toward controlling rather than learning, rewarding individuals for performing for others rather than cultivating their natural curiosity and impulse to learn (Senge 1990, p. 7)
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Seven Curriculum Mind Shifts Part 3

From External Evaluation to Self- Assessment

Evaluation of learning has been viewed as summative measures of how much content a student has retained. It is useful for grading and segregating students into ability groups. It serves real-estate agents in fixing home prices in relationship to published test scores.


Since these new process-oriented goals cannot be assessed using product-oriented assessment techniques, our existing evaluation paradigm must shift as well. Evaluation should be neither summative nor punitive. Rather, assessment is a mechanism for providing ongoing feedback to the learner and to the organization as a necessary part of the spiraling processes of continuous renewal: self-managing, self-monitoring and self-modifying. We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self-evaluative. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we've missed the whole point of what self-directed learning is about.
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