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With the pedagogical learning model, students do not take the initiative to acquire new knowledge, rather they wait until the educator believes that they are ready to absorb new ideas, subjects and practices. In this model, the learning orientation of a student is centered around the subjects studied, content of the instructional materials, and teacher experiences that are required to reach their academic goal, and any learning motivation that they possess usually comes from an external source, i.e., grades, favorable or unfavorable rewards from parents or teachers, and family duress.

An adult learner must first investigate why they must undertake the learning task, and assess the possible positive or negative outcomes associated with learning this body of knowledge, or not. Once this has been accomplished, the adult learner will focus an extreme amount of energy and time into the task of obtaining this knowledge, and be responsible for his own decisions with regards to that knowledge. Adults possess a deep desire to be recognized as self-disciplined, self-motivated, and independent self-helping individuals. If they are treated like the students in the pedagogical learning model, they become psychologically conflicted as the need to be independent and self-focused battles with the dependency that was established in early on in their education.

The andragogical learning model was designed to encompass the adult learner, and it works extremely well in that capacity, however, there are instances where a pedagogical model can be more appropriate for the adult learner, i.e., when learning unfamiliar subject matter.

A person can teach in one of Milwaukee's 125 publicly funded private schools without even a high school diploma.

"teacher proof"

Such approaches ignore fundamental issues of resources, teacher leadership, teaching and learning conditions, and the need for much more time for teachers to collaborate, assess student progress, and improve their teaching skills.

New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, "Creating & Connecting: Research and Guidelines on Online Social--and Educational--Networking," the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music.For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who "make decisions on Internet policy." It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, "including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork."

personally meaningful

educational purpose.

"entry event" that engages interest and initiates questioning

Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.

Interactivity—whether it is with a computer, a professor, or a classmate.

They want it; they crave it.

cond, studen

ne out of ten 13- to 17-year-olds have used some form of social media

68% of all teens say Facebook is their main social networking site

51% visit social networking sites daily

ts taught in schools across the United States with little or no parental or educational oversight. Pearson standardized exams will assess how well teachers implement Pearson instruction modules and Pearson's common core standards, but not what students really learn or whether students are actually learning things that are important to know. Pearson is already creating teacher certification exams for eighteen states including New York, organizing staff development workshops to promote Pearson products, and providing school district Pearson assessment tools. In New York, Pearson Education currently has a five-year, $32 million contract to administer state test and provides other "testing services" to the State Education Department. It also recently received a share of a federal Race to the Top grant to create what the company calls the "next-generation" of online assessments.

Automate parts of the course whenever possible.

Create a “What’s New” section to let your students focus on new assignments or learning materials without having to review the entire course. This also minimizes the amount of e-mail questions you will receive regarding assignments

Communicate with students early in the semester about how to best use the course

. No matter what age, we are more likely to listen to someone if we feel we are listened to. And, I believe we are more likely to seek to understand if we feel understood.

Taking a page from a school project based learning activity known as Community Mapping, Koh and ISA teachers travelled by public transportation to meet ten student volunteers in their neighborhoods, which included Bayview and the Mission as well as Potrero Hill.

Students reported how much they liked seeing their teachers outside of the classroom. Teachers said that they realized just how easy it can be to keep their students at arms’ length during the school day, and with the real experiences of just spending one day out in their world, that distance is closing.

A learning disabled student …

Use these appropriate strategies with learning disabled students:

Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.

A 2007 study by Public Agenda and the National Comprehensive Center for Teacher Quality found that 76% of new teachers say they were trained to teach an ethnically diverse student body but fewer than 4 in 10 say their training helps them deal with the challenges they face.

Attending a school with a diverse student body can help prepare your child for citizenship in a multicultural democracy.

the U.S. minority population will become the majority

the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses.

Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.

Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints.

could actually widen the learning ga

“give everyone access to the world-class education that has so far been available only to a select few

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learners are active participants orco-producers rather than passive consumers of conten

mphasises activeparticipation, connectivity, collaboration and sharing of knowledge and ideas among users

collaborative remixability – a transformative process in which the informationand media organised and shared by individuals can be recombined and built on to create new forms,concepts, ideas, mashups and services