Question

Teaching
becomes
much
more
effective provided
(1) Students are given autonomy and
control to work on their own
(2) Students learning is directed and
controlled by the teacher
(3) Teacher plays a central role in
explaining the facts
(4) Teacher directs learning​

Answer 1

Answer:

option 2 is the perfect answer

Answer 2

Explanation:

What does the research we have discussed mean for learning in school? Our charge was to build on HPL I1 with a synthesis of research on learning from birth through adulthood, in both formal and informal settings. This body of work has implications for the work of educators in schools, particularly those who teach at the kindergarten to twelfth grade (K-12) levels.

In previous chapters, we discussed the cultural nature of learning and the growing recognition that culture fundamentally shapes all aspects of learning, from the wiring of the brain to the way that communities and societies organize learning opportunities. We saw that there are many types of learning, which are supported by a suite of cognitive processes that the learner needs to coordinate and organize. We examined research on knowledge and reasoning, which indicates that developing expert knowledge brings both advantages and biases and that simple accumulation of knowledge is insufficient for tackling sophisticated learning tasks and approaching novel problems and situations. Finally, we described how an individual’s beliefs, values, interests, and identities play an integral role in learning and are themselves shaped by the learner’s experiences at home and in their communities.

All of these insights have implications for the way schools and classrooms are organized. In this chapter, we draw on findings from previous chapters to consider four implications for K-12 educators. First, we consider why attention to the cultural nature of learning is critical to the quality of every learner’s educational experience and examine research that illustrates specific impli-

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