Christensen, Clay Benjamin. Explorando: Affective Learning Activities for Intermediate Practice in SpanishChristensen, Clay Benjamin. Explorando: Affective Learning Activities for Intermediate Practice in Spanish. New Jersey: Prentice-Hall, 1977. Pp. xii, 283. $8.05.

1977 ◽  
Vol 34 (1) ◽  
pp. 101-102
Author(s):  
John Walker
Keyword(s):  
New Jersey ◽  
Affective Learning ◽  
Learning Activities

scholarly journals MODEL PEMBELAJARAN INKUIRI TERBIMBING BERWAWASAN PENDIDIKAN KARAKTER UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Maria Agatha Hertiavi
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Affective Learning ◽  
High Gain ◽  
Learning Activities ◽  
Learning Needs ◽  
Inquiry Skills ◽  
Development Method ◽  
Psychomotor Learning ◽  
Three Stages

  Background: Survey of researchers in SMP N 38 Semarang, it turns out there are still many teachers who use conventional learning methods and combinations of several methods have not involved students' cognitive, affective, and psychomotor aspects. Learning activities are still dominated by teachers. This resulted in students tend to be passive and the classroom atmosphere became teacher centered. To overcome this problem learning needs to be varied so that the learning process activates students more. Method: The study was conducted through the development method (research and development) which consisted of three stages, namely introduction, development, and evaluation. Results: Based on data analysis, cognitive learning outcomes reached 71.4% completeness with the results of the Gain Test of 0.71 (high gain category). Psychomotor learning outcomes achieved 74.60% achievement, achievement of affective learning outcomes was 73.39% while inquiry skills gained 71.52%. Conclusion: Based on the achievement of learning outcomes, it can be concluded that the devices developed are considered effective. Positive responses of students to teaching materials were 86.40%, while the positive responses of students to LKS reached 87.46%. This means that learning devices developed can be applied in learning.

Explorando. Affective Learning Activities for Intermediate Practice in Spanish

Hispania ◽  
1978 ◽  
Vol 61 (2) ◽  
pp. 397
Author(s):  
David S. Diaz ◽  
Clay Benjamin Christensen
Keyword(s):  
Affective Learning ◽  
Learning Activities

Explorando: Affective Learning Activities for Intermediate Practice in Spanish

1978 ◽  
Vol 62 (7) ◽  
pp. 354
Author(s):  
Margaret E. Beeson ◽  
Clay B. Christensen ◽  
Gloria Duran ◽  
Manuel Duran
Keyword(s):  
Affective Learning ◽  
Learning Activities

Affective Learning Activities (ALA)

1975 ◽  
Vol 8 (3) ◽  
pp. 211-219 ◽  
Author(s):  
Clay Benjamin Christensen
Keyword(s):  
Affective Learning ◽  
Learning Activities

Hockey-stick fundraiser

2012 ◽  
Vol 19 (2) ◽  
pp. 77-79
Keyword(s):  
New Jersey ◽  
Problem Solving ◽  
Childhood Cancer ◽  
Authentic Learning ◽  
Sixth Graders ◽  
Learning Activities ◽  
Hockey Stick

New Jersey sixth graders who were participating in a school fundraiser to help fight childhood cancer could hardly wait to explore this problem from the September 2011 issue, which invites students to work strategically with combinations of numbers. Afterward, their teacher reflected that so many available activities claim to be authentic learning activities but require little in-depth problem solving. This one does.

scholarly journals Education for sustainability using a campus eco-garden as a learning environment

2017 ◽  
Vol 18 (2) ◽  
pp. 242-262 ◽  
Author(s):  
Chi Chiu Cheang ◽  
Wing-Mui Winnie So ◽  
Ying Zhan ◽  
Kwok Ho Tsoi
Keyword(s):  
Learning Environment ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Learning Activities ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Content Type ◽  
Stakeholder Groups ◽  
Stakeholder Perspectives ◽  
Teachers And Students

Purpose This paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a powerful learning environment (PLE) for university students to realize the concept of EfS. Design/methodology/approach Semi-structured interviews were conducted to reveal stakeholder understandings of a campus eco-garden, as well as its associated expectations of learning activities and education outcomes. Three stakeholder groups were interviewed; designers, educators and environmental and non-environmental subject-related students. Findings All three stakeholder groups expected cognitive learning of EfS to be enhanced by the eco-garden. The use of affective learning was not strongly expected by the stakeholders. Psychomotor learning was believed to be the most difficult to realize. To fulfill the potential of the eco-garden in EfS, all stakeholders suggested learning activities and roles for both students and teachers. The combined perspectives of the stakeholders helped to visualize a PLE to aid EfS. Practical implications This study underlines the importance of effective communication of expectations between stakeholders. It underlines the importance of integrating educational activities with the eco-garden as a PLE, highlighting the roles of teachers and students. It also sheds light on the importance of introducing a cultural component to the EfS program. Originality/value This is the first study to apply the PLE theory to enhance EfS with the aid of infrastructure. Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Könings et al.’s (2005) combination-of-perspectives model.

Community-based dental programs: University of Medicine and Dentistry of New Jersey-New Jersey Dental School

1999 ◽  
Vol 63 (12) ◽  
pp. 969-975 ◽  
Author(s):  
WR Cinotti ◽  
RA Saporito ◽  
CA Feldman ◽  
G Mardirossian ◽  
J DeCastro
Keyword(s):  
New Jersey ◽  
Dental School ◽  
Community Based

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Sign in / Sign up

Export Citation Format

Share Document