Learning/Knowledge Centered the Authors Use Term Paper

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Another way of combining these two approaches is by having the students involved in the process of what is learned and how. Each learner brings something different to the classroom, so will want to take away something different as well. The teacher and student can work together to set goals of what is to be achieved. Similarly, the students need continual feedback, so they know how they are accomplishing these goals. Lastly, since all students do learn differently, the classroom environment has to be a place for sharing new ideas. Students can learn considerably by seeing how their peers perceive the same drawing, or science experiment or historical event. They gain both knowledge and acquire new learning about their own abilities and that of others in the room. More importantly, this gives each child a similar opportunity to express him or herself and build self-esteem, regardless of the students' varying academic level or learning style.

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Bell, 1982a

Diagnosing students' misconceptions. The Australian Mathematics Teacher 1:6-10.

Bell, a.W., D. O'Brien, and C. Shiu

Designing teaching in the light of research on understanding. In Proceedings of the Fourth International Conference for the Psychology of Mathematics Education, R. Karplus, ed. Berkeley, CA: The International Group for the Psychology of Mathematics.

Ladson-Billings, G.

Toward a theory of culturally relevant pedagogy. American Educational Research Journal 32:465-491......

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