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- Author: Najmah Peerzada
- Publisher: Anchor Academic Publishing
- Year: 2014
- Pages: 84
- ISBN-10: 3954892723
- ISBN-13: 9783954892723
- Format: 14.8 x 21 x 0.5 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
Learning as a Function of Difficulty Values of the Learning Material (e-book) (used book) | bookbook.eu
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Description
Learning as a function of difficulty - value of the learning material is designed to create suitable learning conditions in the classroom. The author used the best means and methods of instruction out of so many available with him. In this way, she reaches the objectives which she formulates in the beginning and increase the effectiveness of teaching to maximum level possible. This is done by controlling all the relevant factors such as the teaching process, contents strategies, material aids, behaviour of students, behaviour of teachers, educational environmental etc. It treats the learners as experimenter in the class who are given least opportunity to manipulate. The book thus fills a need of an hour for a systematic account of the concept and holding project work. An attempt has been made in this volume to document the strategies adapted for the better teaching-learning process.
EXTRA 10 % discount with code: EXTRA
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- Author: Najmah Peerzada
- Publisher: Anchor Academic Publishing
- Year: 2014
- Pages: 84
- ISBN-10: 3954892723
- ISBN-13: 9783954892723
- Format: 14.8 x 21 x 0.5 cm, softcover
- Language: English English
Learning as a function of difficulty - value of the learning material is designed to create suitable learning conditions in the classroom. The author used the best means and methods of instruction out of so many available with him. In this way, she reaches the objectives which she formulates in the beginning and increase the effectiveness of teaching to maximum level possible. This is done by controlling all the relevant factors such as the teaching process, contents strategies, material aids, behaviour of students, behaviour of teachers, educational environmental etc. It treats the learners as experimenter in the class who are given least opportunity to manipulate. The book thus fills a need of an hour for a systematic account of the concept and holding project work. An attempt has been made in this volume to document the strategies adapted for the better teaching-learning process.
Reviews