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Research on teaching comprehension and gaining knowledge in schools shows that students in schools acquire knowledge and enhance their comprehension when they create meaning for information such as subject matter, stories, and ideas (Vitrock, 1998). Generations of summaries, images, hypotheses, applications, and examples are an effective way to organize information and relate it to experiences and knowledge stored in memory. Understanding and comprehension work best when students build two types of relationships: between parts of the subject and between the subject and the learner’s knowledge and experience (Vitrock, 1990). Verbal processes (e.g. summaries and assumptions) and imagery (images, graphs, diagrams) enhance comprehension as students use these two types of relationships.
Brief summaries, which contain appropriate verbal and visual elements (words and pictures) as opposed to merely written summaries, improve explanations, and enhance understanding (Mayer et al., 1996). Reading a lesson can significantly increase students’ comprehension without increasing the time required to study parables or similarities to their abstracts (Vitrock, Alessandrini, 1990). As well as facilitating the memory of factual information, building the relationship between student and memory and new information improves school learning. However, with understanding and insight, these relationships become more unilateral, more organized, more meaningful, and more symmetrical with scripts (Grobowski, 1996).
DAY-1 :- DATE:- 15/6/2020
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DAY- 7- DATE:- 21/6/2020
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DAY- 14 DATE:- 28/6/2020
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DAY- 17 DATE:- 01/07/2020
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DAY- 38- DATE:- 22/07/2020
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DAY- 43- DATE:- 27/07/2020
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DAY- 44- DATE:- 28/07/2020
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DAY- 47- DATE:- 31/07/2020
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DAY-48 DATE:- 01/08/2020
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DAY- 51 DATE:- 04/08/2020
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Research in neuropsychology and cognitive psychology shows the importance of focusing on teaching in schools. Long-term, spontaneous attention (that is, the ability to focus thoughts on topics or ideas rather than distracting attention in class) is especially important. Children with mental or physical disabilities and some hyperactive children find it difficult to maintain proper attention in school. These children can often be taught to control their spontaneous attention by learning self-talk strategies that emphasize an appropriate learning mission. Studies of divergent attention have shown that students can perform two different tasks, especially familiar ones if each task is simultaneously performed from a different sensory mode. When both jobs enter the same touch register at the same time, e. gram. The ear receives more attention than one message (Anderson, 1990).
In the classroom, teachers can apply knowledge from goal questions. Problems and questions distract learners with productive means designed to stimulate learning. Clarke and Vitrock (2000) discuss ways to attract attention. These methods include increasing motivation to participate, avoiding distraction, distracting attention by including important ideas, and informing organizers well in advance (engaging performances).
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