Contemporary and cognitive learning theories assumptions
Question #2: Describe at least three benefits of instructional objectives for teachers, students, or both. Also, identify at least one downside of using instructional objectives to evaluate students’ achievement, especially when used in conjunction with high-stakes tests.
Question #4: Contemporary cognitive learning theories share a number of common underlying assumptions. Describe four of these assumptions.
Question #5: The textbook identifies eight characteristics of a situation that tend to draw one’s attention. Describe five of these characteristics. For each one give an example to illustrate its effect.
Question #6: People often learn more information when they intend to learn it. Explain why this is so using each of these perspectives: (1) the dual-store model, and (2) the levels of processing model.
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- Review 4 articles on children and musicking in early childhood and critically analyse them Assignment – 2000 words due 25 March The places and roles of the arts in young children’s lives can be conceptualised in many ways in the twenty-first century. It is essential for early childhood teachers to understand this variety and position children’s arts learning opportunities appropriately. As you work through this unit, you should be constantly looking for additional readings related to topics in the learning materials, from appropriate, peer-reviewed journals or scholarly books to extend your thinking. Keeping a summary of the bibliographic details and content of each would be a good idea. For this task, you are required to use four journal articles or book chapters that pertain specifically to children and musicking in early childhood and critically analyse them. For each article or chapter, you should: 1. Summarise the content of the article/chapter. 2. Explain how this particular approach to young children and their musical cultures/learning fits with contemporary views of children and childhoods. 3. Outline your reaction as an educator to this article/chapter and link this to changes you might make in your practice. 4. Name one issue that was raised in the article/chapter that has given you pause for consideration. Explain the issues and where and how you are going to find further information to resolve this. This Assessment Task relates to the following Learning Outcomes: • Demonstrate a critical appreciation of the expert body of knowledge focusing on the arts in early childhood. • Demonstrate a sound understanding of the ways in which young children use art forms to explore, create and communicate about their worlds. Please follow these guidelines when you submit each assignment: • Allow a left and right-hand margin of at least 2cm in all assignments. • Please type all assignments using 12-point font and 1.5 spacing. Need to link back to the framework below: Early Years Learning Framework http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf (you will be familiar with this document but please browse through and start to think about working with children 2 -¬- 5 years Excerpt from lecture: Music and the EYLF So far, we've been talking about music learning and teaching in general and how we should be thinking of musick instead of music. But what about the local regulatory context? As you know, there are a number of regulatory considerations regarding early childhood teaching in Australia and in NSW, an important consideration is how we utilise the EYLF. This document will not be something new for you, as you will have become somewhat familiar with it in previous units of study. So now it's time to drill down a little deeper than before, and contemplate where music sits in relation to the EYLF, specifically, what outcomes are related to music and how. Readings relevant to music: Barrett, M. (2012). Belonging, being and becoming musical: An introduction to children’s musical worlds. In S. Wright (Ed.), Children. meaning-making and the arts (2nd ed., pp. 57-84). Frenchs Forest: Pearson. Welch, G. (2006). The musical development and education of young children. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 251-267). Mahwah, NJ: Lawrence Erlbaum Associates. Schiller, W., & Meiners, J. (2012). Dance: Moving beyond steps to ideas. In S. Wright (Ed.), Children, meaning-making and the arts (2nd ed., pp. 85-114). Frenchs Forest: Pearson. Crowther, I. 2011, Creating effective learning environments, 3rd ed., Toronto : Nelson Education, 2011, Chapter 9: Dramatic Play. Relevant journal articles Kim, H. K., & Kemple, K. M. (2011). Is music an active developmental tool or simply a supplement? Early childhood preservice teachers' beliefs about music. Journal of Early Childhood Teacher Education, 32(2), 135-147. McArdle, F. A., & Piscitelli, B. (2002). Early childhood art education: A palimpsest. Australian Art Education, 25(1), 11-15. Thompson, C. M. (2003). Kinderculture in the art classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(2), 135-146. Vuckovic, A. (2006). Understanding Diversity through Music and Song. Victorian Journal of Music Education, 2004-2006, 45-52. These are some of the readings as a guide to select the 4 articles or chapters. You may select one article from above list. PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)
- The Effectiveness of Cognitive Therapy and Cognitive-Behavioral Therapy
- Research the responsibility of a critical thinker in a contemporary society. You may choose any topic that deals with a contemporary social concern
- This assignment will be evaluated in terms of the following criteria: a) Completeness (contents addressing the key areas) b) Correctness (demonstrating research skills by identifying and using relevant sources) c) Presence of relevant information (showing cognitive skills: analysis, evaluation) d) And clarity of expression (showing writing skills: structure, expression, presentation) Assignment Aims and learning objectives This assignment is designed to evaluate students’ understanding about the importance of aligning enterprise IT architecture with its business architecture. Please note that the terms enterprise architecture and business architecture (business plan and model) are used in their broad sense. Specifically the assignment focuses on the “What” and “Why” aspects of an Agile EA and its underlying fundamental concept, principle of practice and theoretical complexity issues. In particular, the assignment requires students to critically think about the relationship among enterprise IT architecture and business strategic and operation goals. Students are also expected to understand how various factors may influence formulation and subsequent implementation of enterprise architecture in organisations. Students are required to consult prescribed e-text books, you-tube and tutorial class presentation materials, published EA articles in the literature, electronic sources (including FIT5133 lecture notes) on enterprise architecture management. 3 of 3 All body text should be in Times New Roman Font size 12 with 1.5 line spacing and the “suggested length” specified for each question. Part A – This section addresses the what and why concepts of EA from lessons 1-3 1. Define what is meant Enterprise Architecture (EA) by concluding what you can discover from 3 academic and 3 field (industry) definitions?. Total 10 marks. 2. Based on your answer to Q1, explain why one can regard EA as a meta and inter-disciplinary enterprise management function. Total 10 marks. 3. Read the Sparx case Study: download case PDF and answer the following: (a) Discuss the business problems of the Sparx's government client that led to starting up an EA program? 10 marks (b) Discuss the business benefits of the Sparx EA program? 10 marks (Total 20 marks) Part B – This section address the how concepts of EA from lessons 2-5 4. EA work consists of two process groups: program management and the specification of EA artefacts. Determine the work breakdown of these two process groups. 10 marks 5. Two questions about service oriented architecture (SoA) concepts: (a) What is a strategic service, a business service and a system service? (3X5=15 marks) (b) Discuss how they can they integrate? (5 marks) (Total 20 marks) 6. Two questions about service abstraction design methods: (a) Explain the concept of service abstraction? 5 marks (b) There can be more than one methods for abstracting SoA services. Describe one such method. 5 marks. (Total 10 marks) 7. Tabulate an evaluative comparison between two EA best practice standards, and describe their similarities and differences against each evaluation criterion. Total 20 marks
- Describe the process of English language development and explain contemporary theories/models of literacy development as they apply to the primary school context
