Demilitarized zone

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    Cultural competence methods involved materials related to the arts, science, and social science. Montessori cultural activities have an important language component. Teaching different cultures to children are important. It helps them to have an appreciation for other nationalities, cultural backgrounds, spiritual beliefs, languages, and act. Dr. Maria Montessori would create classrooms that were filled with many different objects that are associated with other parts of the country. Each student

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    interest and get bored and if it was too hard they would give up and think they couldn’t do it. So, by bringing someone else into the equation to help, the child learns through social interaction in something that Vygotsky called the ZPD this is the ‘zone of proximal development’ this is by the means of what he called ‘scaffolding’ so using varying methods by describing, hints, verbal gestures were used to assist the learner. The ZPD could be described as like an apple cut in half. The outer section

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    In 2014, former President Obama introduced the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) policy which would allow for unauthorized immigrants who are parents of U.S. citizens or permanent residents to be protected for deportation. This also included being granted a working permit. The DAPA program was projected to provide working authorization for over 3.7 million immigrants. According to a report done by the MPI-Urban Institute, it found that more than 10 million

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    Constructivism: A Review Abstract Constructivism is an all-encompassing theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The cornerstone of constructivism is that constructing personal meaning is ingrained in individuals

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    was an indication of the students’ ability to understand and learn tasks, according to Vygotsky learning happened within the zone of proximal development (Davey,2014) Vygotsky’s theories mainly focused on the development of cognition by the use of social interaction in children (Davey,2014) Vygotsky 's’ theories suggest that ‘pretend play or make believe play’ within the zone of proximal development, as a lot of make believe play involved the imitation of adults and the grown-up world they see , for

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    According to Allington (2014), though reading volume is central to the development of reading proficiencies, typical commercial core reading programs tend to provide material to engage students in only 15 minutes of reading each day. With the remaining 75 minutes allocated to completing workbook pages and answering lower-level comprehension questions, many students receive very little time to engage in reading. Cunningham (2005) reminds us that as early as 1977, Richard Allington pleaded, “If they

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    Constructionism

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    When people hear the label ‘digital natives’ or ‘millennials’ a typical shared though by many is that they, the young people that these labels are referring to, are good with technology—usually this assumed technological gift is equated to something ridiculous such as they are born with a cell phone in their hands and that they will be a computer genius before they can walk. Though these outrageous assumptions are often made in jest, there does seem to be a bit of underlying belief to them; this

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    Vygotsky’s zone of proximal development(ZPD) has been interpreted as: "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86) Lev Vygotsky sees communication with associates as a viable method for developing skills and techniques. He recommends that instructors utilize cooperative learning

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    The zone of Current Development (ZCD) highlights what a learner can do independently is said to be contained within one's Zone of Current Development (Murtagh, Lecture 3, 2017). The Zone of Proximal Development (ZPD) ‘uses social interaction with more knowledgeable others to move development forward’. A teacher or peer offer help to the student

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    experiences, Dewey gives space for social experiences as well. He believes that students’ interactions with others and the environment are crucial factors contributing to their learning. Dewey’s belief is further extended by Vygotsky’s (1978) model of Zone of Proximal Development (ZPD). Vygotsky believed that collaboration with others helps one to complete tasks that one could not have done without assistance from and collaboration with others. The ZDP is the level at which learning takes place. It comprises

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