Nyegezi – Mitihani ya Darasa la Sita | Terminal 2026 | Download All Solved Exams
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It is arguable that all of the following key features are relevant to effective learning in most Scottish Schools, though emphases on different features will vary according to schools’/teachers’ commitment to pre-determined specification of learning aims or to open, exploratory, creative activity: • promotion of motivation to achieve, through ego-enhancement, desire for acceptance/respect of teacher and others, satisfaction deriving from success, stimulation by a challenge. • promotion of meaningful learning, involving: 15 • clear aims, goals, routes; • engagement with work for adequate time to achieve success; • constructive feedback, much of it provided in the process of learning, rather than at a later point;
“deep active” learning (not rote), characterised by ability to explain fully what has been learned; multi-sensory learning; • versatile use of both “holistic understanding” and “logical steps” in the process of learning; • purposeful, engaging, challenging, open-ended tasks/questions (and avoidance of tasks encouraging rote learning of facts/points or too easy consensus in group discussions); • “guided participation”, supporting pupils in active learning; • demonstration and modelling of, as well as participation in, collaborative discussion, thinking, problem-solving; • development, by this means, of metacognition about ways of learning
It also involves the development of complex thinking, learning and social interaction skills. It is a process which, of course, continues beyond school leaving age and ideally is lifelong. SEED’s Ambitious Excellent Schools (2004) highlights in its opening statement the idea that school pupils are in the process of becoming rounded persons engaged in social and community life. It refers also to children and young people imagining the future and shaping their own and the community’s life as they pursue ambitions:
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