Business > CASE STUDY > Final EDUC 500.docx [Title Here, up to 12 Words, on One to Two Lines] Liberty University (All)
Final EDUC 500.docx [Title Here, up to 12 Words, on One to Two Lines] Liberty University
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Final EDUC 500.docx [Title Here, up to 12 Words, on One to Two Lines] Liberty University EDUC 500 Mission Statement Introduction Learning is defined as “enduring change in behavior, or in t... he capacity to behave in the given fashion, which results from practice or other forms of experience†( Slavin & Schunk, 2018, p. 3). If we break this definition apart we can develop three types of criteria for learning, which involves change, endures over time, and it occurs through experience. In the midst of learning, theorist have conjured up theories on how they believe human development has been a contribution to their learning experience. Theories provide framework for interpreting environmental observations and serve as bridges between research and education (Suppes, 1974). Throughout the year different theorist have developed and expanded on how it is that individuals learn, rather it be by schemes, assimilation and accommodations, or of their own learning environment. Within this paper, subtopics will help guide an educator to understand the importance of learning theories, give description of an effective teacher and an effective learning environment, how to actively include and engage learners with diverse needs and exceptionalities, and address behaviors and character development. Learning Theories and Its Importance The concept of understanding learning theories, as we explore our futures of wanting to become educators or any occupation that associates itself with working with ado. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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