堪培拉代写assignment:工作引导

2017-05-22 00:39

许多特殊需要的学生有相当大的难度远远超出这一水平移动的非常具体的信息处理，他们通常会遇到很大的挫折时，要进行高水平的学术任务的思考（Munday，2001）。因此，家长、教师和其他专业人员与孩子一起工作是引导到一个更深入的了解孩子的认知能力和赤字，会走向更多的支持和反思的态度，对于父母或教育孩子（Murphy，2009，在Solarz，该引用）。对于这些孩子，真假试验、匹配试验，和“填补空白”试验可能是更多的“用户友好”；发音一些元素可以概括他们的日常经验的学习；和钻式教学是一个非常重要的组成部分，奠定了坚实的基础，未来的信息学习可以建立（Munday，2001），达到在有限的一组事实掌握公平的水平后，无论是在发音或开始数学和其他学科的学生应该走“上”的难度水平对Bloom的可能。应该尽可能地让孩子们用自己的话复述信息。允许他们比较什么是相似的从一个对象到另一个。帮助他们注意不同的属性，这样他们可以对比的差异。告诉他们如何估计。用许多具体的例子，增强自己的实力，但总是尽力帮助他们舒展自己的界限，在同一时间（Munday，2001）。
堪培拉代写assignment:工作引导
Many special needs students have considerable difficulty moving very far beyond this concrete level of processing information, and they typically run into great frustration when asked to carry out higher levels of thinking on academic tasks (Munday, 2001). Therefore, parents, teachers and other professionals who work with children are guided to a greater understanding of a child's cognitive abilities and deficits, can move toward a more supportive and reflective stance in regard to parenting or teaching the child (Murphy, 2009, as cited in Solarz, n.d.). For these children, the true-false test, the matching tests, and the "fill-in-the-blank" tests are likely to be more "user friendly"; some elements of phonics can generalise their day to day experiences in learning; and drill-type teaching is a very essential component that lays solid foundations of information on which future learning can be built (Munday, 2001).After reaching a fair level of mastery in a limited set of facts, whether in phonics or beginning math, or any subject, students should be moved "up" the level of difficulty on Bloom's taxonomy wherever possible. Children should be asked, as often as possible, to retell information in their own words. Allow them to make comparisons on what is similar from one object to another. Help them to notice attributes that are different so they can contrast the differences. Show them how to estimate. Use many concrete examples that reinforce their strength, but always try to help them stretch their boundaries at the same time (Munday, 2001).

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