Types of Blended Learning Models Here are the five most common types of blended learning frameworks: 1. Flipped model In the flipped model, traditional classroom instruction is inverted. Learners first encounter the instructional content outside of class, typically through video lectures, readings, or online modules. Then, in-class time is dedicated to active learning activities, discussions, group projects, and exercises that reinforce and apply the pre-learned material.  The flipped model allows for more personalized and interactive learning during face-to-face Read more

It is widely accepted that educational opportunities for children ought to be equal. This thesis follows from two observations about education and children: first, that education significantly influences a person’s life chances in terms of labor market success, preparation for democratic citizenship, and general human flourishing; and second, that children’s life chances should not be fixed by certain morally arbitrary circumstances of their birth such as their social class, race, and gender. But the precise meaning of, and implications for, the ideal of equality of educational opportunity is the subject of substantial disagreement (see Jencks 1988). This entry provides a critical review of the nature and basis of those disagreements. Read more

At the very start of the website, you have to give your 100%. Consider yourself as a user, and figure out that either the design and layout worth be scroll more? If yes, then focus on the next factor. Your audience will keep scrolling until they are receiving relevant information. The moment users realize that there is no more relevant information, they will exit. That is why you need to make your first impression ever-lasting.edit Read more

Essence (Latin: essentia) is a polysemic term, having various meanings and uses. It is used in philosophy and theology as a designation for the property or set of properties or attributes that make an entity or substance what it fundamentally is, and which it has by necessity, and without which it loses its identity. Essence is contrasted with accident: a property or attribute the entity or substance has contingently, without which the substance can still retain its identity. Read more

Teacher policy is education policy that addresses the preparation, recruitment, and retention of teachers.[12] A teacher policy is guided by the same overall vision and essential characteristics as the wider education policy: it should be strategic, holistic, feasible, sustainable, and context-sensitive. Overall objectives and major challenges to be addressed, the funding to achieve these objectives, the demographic parameters of the learner population and the human resources required to achieve universally accessible quality education should all be addressed in a comprehensive teacher policy.[13] Nine key dimensions Nine key dimensions are considered crucial to any comprehensive teacher policy: Teacher Recruitment and Retention, Teacher education (initial and continuing), Deployment, Career Structures/Paths, Teacher Employment and Working Conditions, Teach Reward and Remuneration, Teacher Standards, Teacher Accountability, and School Governance.[13] Teacher Recruitment and RetentionAn effective education system must have a safe way to attract, recruit and retain outstanding educators. There has been a growing demand for teachers but the supply continues to diminish and many of them leave their profession.[14] This development is a threat to the "academic and economic welfare of students". It affects learning and drain taxpayers’ money.[15] The federal and state governments along with the districts must invest in complete human capital systems. It is the best approach in preparing and retaining committed and capable mentors for the long-term.[16] A reasonable strategy in talent management for the education sector must focus on recruitment, development, and retention of intelligent and efficient teachers.[17] Read more

It is widely accepted that educational opportunities for children ought to be equal. This thesis follows from two observations about education and children: first, that education significantly influences a person’s life chances in terms of labor market success, preparation for democratic citizenship, and general human flourishing; and second, that children’s life chances should not be fixed by certain morally arbitrary circumstances of their birth such as their social class, race, and gender. But the precise meaning of, and implications for, the ideal of equality of educational opportunity is the subject of substantial disagreement (see Jencks 1988). This entry provides a critical review of the nature and basis of those disagreements. Read more

If you are looking for specific activities to support your students’ and colleagues’ social and emotional well-being in 2023, visit our Greater Good in Education website, featuring free research-based practices, lessons, and strategies for cultivating kinder, happier, and more equitable classrooms and schools. For a deeper dive into the science behind social-emotional learning, mindfulness, and ethical development, consider our suite of self-paced online courses for educational professionals, including our capstone course, Teaching and Learning for the Greater Good. Or join one of our new communities of practice that focus on educator well-being, offering space for rest, reflection, togetherness, and hope—and some science, too! Read more

Education is often divided into types. The most common division is between formal, non-formal, and informal education.[31] However, some theorists only distinguish between formal and informal education.[32] Formal education happens in a complex institutional framework. Such frameworks have a chronological and hierarchical order. For instance, the modern schooling system has classes based on the student's age and progress, all the way from primary school to university. Formal education is usually controlled and guided by the government. It is normally compulsory up to a certain age Read more

Legal Requirements for Identification of and Educational Services for Children With ADHD Two important federal mandates protect the rights of eligible children with ADHD-the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a "free appropriate public education" to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504. The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems. Under IDEA, each public agency-that is, each school district-shall ensure that a full and individual evaluation is conducted for each child being considered for special education and related services. The child's individualized education program (IEP) team uses the results of the evaluation to determine the educational needs of the child. The results of a medical doctor's, psychologist's, or other qualified professional's assessment indicating a diagnosis of ADHD may be an important evaluation result, but the diagnosis does not automatically mean that a child is eligible for special education and related services. A group of qualified professionals and the parent of the child determine whether the child is an eligible child with a disability according to IDEA. Children with ADHD also may be eligible for services under the "Specific Learning Disability," "Emotional Read more

Giving DirectionsMany students with ADHD have trouble following directions. Here are some guidelines that might help address this problem. Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects. Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses.  Read more

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Matter is made up of molecules which consists of atoms. According to Bohr’s theory, “the atom consists of positively charged nucleus and a number of negatively charged electrons which revolve round the nucleus in various orbits”. When an electron is raised from a lower state to a higher state, it is said to be excited. While exciting, if the electron is completely removed from the nucleus, the atom is said to be ionized. So, the process of raising the atom from normal state to this ionized state is called as ionization. Read more