{"id":1559,"date":"2023-05-17T08:21:31","date_gmt":"2023-05-17T08:21:31","guid":{"rendered":"https:\/\/en.copew.uobaghdad.edu.iq\/?p=1559"},"modified":"2023-05-17T08:21:31","modified_gmt":"2023-05-17T08:21:31","slug":"the-college-of-physical-education-and-sports-sciences-for-girls-holds-a-qualitative-lecture-titled-kegans-educational-structures","status":"publish","type":"post","link":"https:\/\/en.copew.uobaghdad.edu.iq\/?p=1559","title":{"rendered":"The College of Physical Education and Sports Sciences for Girls holds a qualitative lecture titled (Kegan’s Educational Structures)"},"content":{"rendered":"

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A Professor in the Theoretical Sciences Department in the College of Physical Education and Sports Sciences for Girls, University of Baghdad, Prof. Dr. Huda Abdul Samie, held a specialized lecture for undergraduate students titled (Kegan’s Educational Structures).<\/strong><\/span><\/h4>\n

Prof. Dr. Huda explained the concept of Kegan’s structures as a modern method of cooperative learning based on organized activity within the classroom, which provides greater opportunities for students to learn and participate positively. This is because it works to reduce the role of the teacher and increase achievement among students. She pointed out that the development of Kegan structures for cooperative learning as they are considered successful teaching methods because they rely on dividing into small groups that use a variety of educational activities that facilitate their understanding of the learning content. Additionally, it uses a gradual sequence of interaction between the students that helps them process information effectively, in addition to being designed to improve procedural memory.<\/strong><\/span><\/h4>\n

She also explained its benefits in terms of providing opportunities to acquire important social skills such as the skill of viewing others as collaborators rather than competitors, providing opportunities for teachers to express their opinions by presenting alternatives and suggesting solutions to problems, and providing learners with opportunities to participate in class activities, self-learning, and research and inquiry, which saves a lot of effort compared to the learner in traditional education. It also provides the learner with greater opportunities for application and practice individually in the team because they are part of an integrated cell, provides the learner with the opportunity to invest time in what is constructive and beneficial with conscious awareness of its value and distribution, and generates feelings of self-confidence, respect, and absence of fear and intimidation in proposing and presenting solutions in the learner.<\/strong><\/span><\/h4>\n

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