Implicit Cognitive Vulnerability

2019 ◽  
pp. 729-738 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

Implicit Cognitive Vulnerability

2018 ◽  
pp. 5149-5157 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

scholarly journals Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

2020 ◽  
Vol 10 (2) ◽  
pp. 51
Author(s):  
Maria Sakellariou ◽  
Efthymia Tsiara
Keyword(s):  
Self Efficacy ◽  
Sense Of Belonging ◽  
Academic Development ◽  
Kindergarten Teachers ◽  
Learning Activities ◽  
Structured Interviews ◽  
Qualitative And Quantitative ◽  
Class Climate ◽  
Quantitative Data Analysis ◽  
The Subject

Engaging each student in learning comprises a continuous challenge and concern for the contemporary teacher. Educational research confirms the alarming increase of the disengaged students, relating student disaffection to adverse effects on students’ academic development. In the present research through one-on-one, semi-structured interviews, we investigate 80 Greek in-service kindergarten teachers’ opinions with regards to the significance of engaging the disengaged students in learning activities in preschool environments. The interviews based on Creswell’s (2009) interview model, incorporate open-ended and close-ended questions that offer a well-rounded view of the subject. Qualitative and quantitative data analysis of teachers’ opinions show that engaging each disengaged preschooler has multiple benefits on students’ academic development, class climate, and cohesion, and teacher’s self-efficacy, as well. Specifically, teachers’ engaging actions offer students the opportunity to develop their abilities, self-efficacy, and sense of belonging. The interviewees also recognise that increased student engagement levels decisively affect teachers—students’ interactions, offering at the same time clear feedback to the teacher.

scholarly journals 12. I Light this Candle: Using Rituals in Teaching

2011 ◽  
Vol 1 ◽  
pp. 71
Author(s):  
Laura E. Taylor
Keyword(s):  
Sense Of Community ◽  
Subject Matter ◽  
Risk Sharing ◽  
Learning Experience ◽  
University Education ◽  
Class Discussion ◽  
Rite Of Passage ◽  
The Subject ◽  
University Degree

The use of rituals in the classroom can enrich and enhance learning. They can also build a sense of community and belonging which in turn makes the classroom a safer place to risk sharing ideas and engaging in class discussion. Rituals also bring closure to a particular segment of the class learning experience or for the class itself. How many times have instructors taught the last class of a term or the final class of students’ university education without marking this rite of passage of having completed all of the classes required for a university degree? For many students who do not attend their graduation, the last class may afford them a unique opportunity to reflect on their passage of learning for their degree. This paper suggests that the classroom offers many opportunities for building rituals. It provides examples and guidelines for creating rituals. The instructor who is willing to spend the time to engage students in these activities will enrich the subject matter and the students’ learning experience. Rituals, however, need to be carefully considered to ensure that they are culturally and historically sensitive.

Evaluating Learning Technologies

2010 ◽  
pp. 291-313
Author(s):  
Adams B. Bodomo
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Learning Theory ◽  
Subject Matter ◽  
Learning Technologies ◽  
Learning And Teaching ◽  
Conversational Learning ◽  
Depth Study ◽  
The Subject

In this penultimate chapter of the book, I will continue with my discussion of how we can take advantage these youth interests and practices with ICTs for enhancing learning and teaching by actually evolving ways to evaluate these communication and learning environments. As with most chapters in the book, I focus on a case study as a way to give an in-depth study to the subject matter. In this case, interactivity is the subject matter. Interactivity was discussed at length in the previous chapter, leading the creation of a new learning theory, the Conversational Learning Theory, and a new leaning model, the Conversational Learning Community. Rather than explaining the concept and the learning theory and model again in this chapter, I refer the reader back to the previous chapter. Once the basic tenets of these concepts are grasped the reader can now begin to read the discussion about how to increase interactivity in learning environments.

Words

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1320-1327
Author(s):  
Colbert Searles
Keyword(s):  
Subject Matter ◽  
Assistant Professor ◽  
The Subject

THE germ of that which follows came into being many years ago in the days of my youth as a university instructor and assistant professor. It was generated by the then quite outspoken attitude of colleagues in the “exact sciences”; the sciences of which the subject-matter can be exactly weighed and measured and the force of its movements mathematically demonstrated. They assured us that the study of languages and literature had little or nothing scientific about it because: “It had no domain of concrete fact in which to work.” Ergo, the scientific spirit was theirs by a stroke of “efficacious grace” as it were. Ours was at best only a kind of “sufficient grace,” pleasant and even necessary to have, but which could, by no means ensure a reception among the elected.

The Taxonomic Structuring of Medical Information and its Usefulness in this Form

1965 ◽  
Vol 04 (03) ◽  
pp. 112-114 ◽  
Author(s):  
H. Zinsser
Keyword(s):  
Subject Matter ◽  
Medical Information ◽  
Central Core ◽  
Diagnostic Strategy ◽  
Programmed Instruction ◽  
Orderly Fashion ◽  
The Subject

An outline has been presented in historical fashion of the steps devised to organize the central core of medical information allowing the subject matter, the patient, to define the nature and the progression of the diseases from which he suffers, with and without therapy; and approaches have been made to organize this information in such fashion as to align the definitions in orderly fashion to teach both diagnostic strategy and the content of the diseases by programmed instruction.

العربية المقاربة المقاصديّة في ردّ ابن فودي على القادح في جلستهم الدعويّة

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Alawiye Abdulmumin Abdurrazzaq ◽  
Ahmad Wifaq Mokhtar ◽  
Abdul Manan Ismail
Keyword(s):  
Nineteenth Century ◽  
West Africa ◽  
Subject Matter ◽  
Analytical Methods ◽  
Men And Women ◽  
The Subject

This article is aimed to examine the extent of the application of Islamic legal objectives by Sheikh Abdullah bn Fudi in his rejoinder against one of their contemporary scholars who accused them of being over-liberal about the religion. He claimed that there has been a careless intermingling of men and women in the preaching and counselling gathering they used to hold, under the leadership of Sheikh Uthman bn Fudi (the Islamic reformer of the nineteenth century in Nigeria and West Africa). Thus, in this study, the researchers seek to answer the following interrogations: who was Abdullah bn Fudi? who was their critic? what was the subject matter of the criticism? How did the rebutter get equipped with some guidelines of higher objectives of Sharĩʻah in his rejoinder to the critic? To this end, this study had tackled the questions afore-stated by using inductive, descriptive and analytical methods to identify the personalities involved, define and analyze some concepts and matters considered as the hub of the study.

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