IZT2, Learning Theory, Task Three IZT2, Learning Theory, Task Three Personal Beliefs Students that are engaged in lessons and focused or motivated, I believe have a better learning experience. I also believe that act
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IZT2, Learning Theory, Task Three IZT2, Learning Theory, Task Three Personal Beliefs Students that are engaged in lessons and focused or motivated, I believe have a better learning experience. I also believe that activating prior knowledge is important. When introducing lessons, it is important to take whatever information the student knows and help them connect it to the lesson. This will make the lesson more impactful for teacher and student. The students have a better chance in understanding the lesson when it is meaningful, and they can build on the knowledge they already have. I also feel that students will succeed if they know what their end goal will be. I feel it is also important to introduce the learning objective and purpose before a lesson. Students will have an idea or understanding of what they will be doing and why they are doing or learning this. Students need to understand how this lesson will benefit them and why it is important to learn it. It is important to connect the lessons to real world experiences. Even when students are just starting school and learning the alphabet, I will ask my students why we are learning this letter and why is it important to learn the letters and sounds. They of course will make the connection of learning to read, to read books, read road signs, and so on. Showing that there is a purpose will keep them interested and motivated. I also believe that students need to have several opportunities for collaborative learning. Interactions with their peer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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