Educational psychology: theory and practice |
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Page 40
Connections Chapter 3 has further information on how to teach concrete and
formal operational learners and accommodate instruction to the developmental
characteristics of children and adolescents. seriation: arranging objects in
sequential ...
Connections Chapter 3 has further information on how to teach concrete and
formal operational learners and accommodate instruction to the developmental
characteristics of children and adolescents. seriation: arranging objects in
sequential ...
Page 41
Second, concrete operational thought is decentered, so that the child can now
focus on two classes simultaneously. Third, the concrete operational child's
thinking is no longer limited to reasoning about part-to-part relationships.
Second, concrete operational thought is decentered, so that the child can now
focus on two classes simultaneously. Third, the concrete operational child's
thinking is no longer limited to reasoning about part-to-part relationships.
Page 42
FIKI D OBSERVATION: For an exercise on preoperational, concrete operational,
and formal operational stages of development, see "Field Observation: Four
Tasks to Assess Developmental Differences in Children's Thinking," in the
Instructor's ...
FIKI D OBSERVATION: For an exercise on preoperational, concrete operational,
and formal operational stages of development, see "Field Observation: Four
Tasks to Assess Developmental Differences in Children's Thinking," in the
Instructor's ...
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ability grouping academic acetate transparency achievement activities adolescents adults Applied Behavior Analysis apply appropriate Ask students assessment assigned Attribution Theory behavior modification Chapter child childhood classical conditioning classroom cognitive development concept map concrete operational concrete operational stage constructivist cooperative learning CRITICAL THINKING cultural curriculum dents direct instruction DISCUSSION QUESTION Educational Psychology effective elementary school Erikson ethnic evaluation example experience feedback gender girls give goals grades help students high school important individual Instructor's Resource Manual Instructor's Section language learners lesson mastery learning material math memory ment mental metacognitive methods misbehavior moral motivation multicultural objectives parents peer percent performance Piaget's preschool principles problem solving programs punishment reinforcement RESEARCH AND SUGGESTED reward role scores seatwork Self-Check self-regulated learning skills Slavin social special education stage students learn SUGGESTED READING task teacher teaching TEST BANK THEORY INTO PRACTICE tion tutoring understand writing
Bibliographic information
| Title | Educational psychology: theory and practice |
| Author | Robert E. Slavin |
| Edition | 4 |
| Publisher | Allyn and Bacon, 1994 |
| Original from | Cornell University |
| Digitized | Aug 4, 2009 |
| Length | 706 pages |
| Export Citation | BiBTeX EndNote RefMan |