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In recent years the field of neuroscience has been applied to almost everything from the legal profession to sales and marketing. Why? Because every human activity is a result of our thinking and the workings of our brain - and neuroscience expands our understanding of just that. As well as determining how we think, make decisions and generally behave, our brains are obviously key to how we learn, so the more neuroscience uncovers about this, the more the growing field
A Differentiated curriculum provides students with different avenues to learning so they have access to a variety of processes to acquire knowledge of the content being taught. If children do not have the curriculum differentiated to meet their academic needs, they are likely to find difficulty in understanding or completing classwork and homework. However there is a flip side to the differentiation question.
Anchor activities are student centered activities that are designed to extend and review already learned skills. These activities are ongoing assignments that are self-directed. In other words, the students work on these activities independently throughout a given unit.
In recent years, language teaching has focused on the learning process rather than the teaching of the language. The emphasis is not only on linguistic competence of the language learners but also on the development of their communicative ability. In order to develop the learners' communicative ability, the teacher needs to create a scenario to teach the target language in a vibrant, active and interesting manner.
Academic dishonesty includes cheating and plagiarism, the theft of ideas and other forms of intellectual property that occur within an educational setting. In high school, a standard penalty for academic dishonesty is a failing grade, while in college it can result in expulsion. The most widely spread forms of academic dishonesty are cheating and plagiarism.
Teaching is always a dynamic activity. It unfolds a world of knowledge and information, experience and erudition (Chakrabarti, 1998). Effective teaching requires more than straightforward teaching methods. Teachers need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students. (Elliott et al, 2000).