He has collaborated with multiple faculty members to develop hands - on experiences that apply
fundamental classroom knowledge to real - world problems.
Not exact matches
Still, that has not stopped neuroscience from insinuating itself into
classrooms worldwide in the form of teacher - training programs, computer applications and curriculum changes — not one of which is based on actual
knowledge for the simple reason that we lack even «
fundamental principles» of how the brain works, they write.
Formal
classroom training, professional development seminars and panel discussions enable faculty to gain the
fundamental skills and
knowledge for building and managing research labs.
This teacher
knowledge is dependent on the unique context of a particular
classroom (Munby, Russell, & Martin, 2001), and thus, the way teachers acquire
knowledge and the situation in which they learn become a
fundamental part of the learning process (Putnam & Borko, 2000).
Although becoming a good observer of the
classroom environment is, itself, a
fundamental aspect of teacher expertise (Berliner, 1986, 2004) and pedagogical content
knowledge (Shulman, 1986), overcoming self - consciousness in order to observe oneself critically is also a substantial challenge, especially when self - observation involves viewing
classroom video recordings (Greenwalt, 2008).
To be successful in the
classroom and beyond, students must develop not only the
fundamental skills and
knowledge necessary to perform complex tasks, but they must also practice combining and integrating that information to develop greater fluency and automaticity.