Andere Kunden interessierten sich auch für
![The Inverted Classroom Practice]( "The Inverted Classroom Practice")
The Inverted Classroom Practice29,99 €![Impact on the level of learning achievement with SOLE]( "Impact on the level of learning achievement with SOLE")
Impact on the level of learning achievement with SOLE40,99 €![Reading and writing the Adventure Narrative at School]( "Reading and writing the Adventure Narrative at School")
Reading and writing the Adventure Narrative at School36,99 €![THE EFFECTIVENESS OF SCHOOL PLANNING IN THE TEACHING LEARNING PROCESS]( "THE EFFECTIVENESS OF SCHOOL PLANNING IN THE TEACHING LEARNING PROCESS")
THE EFFECTIVENESS OF SCHOOL PLANNING IN THE TEACHING LEARNING PROCESS29,99 €![THE SCHOOL-FAMILY LINK IN THE PRIMARY SCHOOL CUBAN]( "THE SCHOOL-FAMILY LINK IN THE PRIMARY SCHOOL CUBAN")
THE SCHOOL-FAMILY LINK IN THE PRIMARY SCHOOL CUBAN26,99 €![The Use of Heuristic Procedures in School Mathematics]( "The Use of Heuristic Procedures in School Mathematics")
The Use of Heuristic Procedures in School Mathematics47,99 €![CLIL Methodology. The British example]( "CLIL Methodology. The British example")
CLIL Methodology. The British example26,99 €
Initially it is considered relevant to inform that this study aims to present an analysis of the main active methodologies used in the education of deaf students in elementary school, having as assumption of the theme, The Environment in Everyday School and its Active Methodologies. The student is stimulated to assume an active and responsible posture in his learning process, seeking self-regulation and meaningful learning. This learning involves methods and techniques that stimulate student-teacher and student-student interaction, materials and didactic resources, and bets, almost always, on learning in a collaborative environment, leading the student to take responsibility for the construction of his knowledge. Therefore, we will present some active methodologies, among which is Recycle, Reuse, and Reduce solid waste. It was found that the methodologies used are oriented according to the theories of child-centered learning. In this context, it is essential the investment in thedeaf student and his identification, thus providing the referral to the appropriate services for the stimulation and development of this learner.