Research-based insights and practical advice about effective learning strategies
In this new edition of the highly regarded Why Don't Students Like School? cognitive psychologist Daniel Willingham turns his research on the biological and cognitive basis of learning into workable teaching techniques. This book will help you improve your teaching practice by explaining how you and your students think and learn. It reveals the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.
With a treasure trove of updated material, this edition draws its themes from the most frequently asked questions in Willingham's "Ask the Cognitive Scientist" column in the American Educator. How can you teach students the skills they need when standardized testing just requires facts? Why do students remember everything on TV, but forget everything you say? How can you adjust your teaching for different learning styles? Read this book for the answers to these questions and for practical advice on helping your learners learn better.
Discover easy-to-understand, evidence-based principles with clear applications for the classroom
Update yourself on the latest cognitive science research and new, teacher-tested pedagogical tools
Learn about Willingham's surprising findings, such as that you cannot develop "thinking skills" without facts
Understand the brain's workings to help you hone your teaching skills
Why Students Don't Like School is a valuable resource for both veteran and novice teachers, teachers-in-training, and for the principals, administrators, and staff development professionals who work with them.
Автор: Kieran Egan, Gillian Judson Название: Imagination and the Engaged Learner: Cognitive Tools for the Classroom ISBN: 0807757144 ISBN-13(EAN): 9780807757147 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 85930.00 T Наличие на складе: Невозможна поставка. Описание: Students` imaginations are often considered as something that might be engaged after the hard work of learning has been done. Countering such beliefs, Egan and Judson show that the imagination - one of the great workhorses of learning - can be used to make all learning and all teaching more effective.
Автор: Mueller Название: Principles of Classroom Learning and Perception ISBN: 1138704598 ISBN-13(EAN): 9781138704596 Издательство: Taylor&Francis Рейтинг: Цена: 132710.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Originally published in 1974, this introductory text has been designed specifically for teachers in training, and it presents the basic psychological principles governing learning, perception, motivation and the retention of knowledge at the time.
Автор: Ashman, Adrian F. Conway, Robert N.f. Название: Using cognitive methods in the classroom ISBN: 1138281727 ISBN-13(EAN): 9781138281721 Издательство: Taylor&Francis Рейтинг: Цена: 36740.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Originally published in 1993, the authors share some thoughts about contemporary teaching practice and suggest an approach - Process-Based Instruction - for a coherent cognitive education programme that draws on the literatures of educational psychology and educational theory and practice.
Автор: Toth Michael D., Sousa David a. Название: The Power of Student Teams: Achieving Social, Emotional, and Cognitive Learning in Every Classroom Through Academic Teaming ISBN: 1943920656 ISBN-13(EAN): 9781943920655 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 31410.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: In many classrooms, the teacher`s role is to talk and the student`s role is to listen. Michael Toth and David Sousa present an alternative: a pedagogical model called student-led academic teaming. In academic teams, students collaborate, peer coach, and peer teach while engaging in rigorous, standards-based tasks.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
Автор: Walkup John R. Название: The Art and Science of Lesson Design: Practical Approaches to Boosting Cognitive Rigor in the Classroom ISBN: 1475854439 ISBN-13(EAN): 9781475854435 Издательство: Rowman & Littlefield Publishers Рейтинг: Цена: 35200.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book guides K-12 instructors to apply the Rigor Cube, a three-dimensional scheme involving Depth of Knowledge and Bloom`s Revised Taxonomy, to plan and deliver standards-based lessons.
In this book, Erik M. Francis explores how one of the most fundamental instructional strategies--questioning--can provide the proper scaffolding to deepen student thinking, understanding, and application of knowledge. You'll learn:
Techniques for using questioning to extend and evaluate student learning experiences.
Eight different kinds of questions that challenge students to demonstrate higher-order thinking and communicate depth of knowledge.
How to rephrase the performance objectives of college and career readiness standards into questions that engage and challenge students.
Francis offers myriad examples of good questions across content areas and grade levels, as well as structures to help teachers create and use the different kinds of questions. By using this book to fine-tune your approach to questioning, you can awaken the spirit of inquiry in your classroom and help students deepen their knowledge, understanding, and ability to communicate what they think and know.
Автор: Mareike Kunter; J?rgen Baumert; Werner Blum; Ute K Название: Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers ISBN: 1489995463 ISBN-13(EAN): 9781489995469 Издательство: Springer Рейтинг: Цена: 153720.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Reporting the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students` Mathematical Literacy project (COACTIV), this book discusses the attributes that distinguish successful teachers.
Автор: Paul Ginnis Название: The Teacher`s Toolkit: Raise classroom achievement with strategies for every learner ISBN: 1899836764 ISBN-13(EAN): 9781899836765 Издательство: TBS/GBS Рейтинг: Цена: 39590.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Packed with practical classroom strategies, this teacher`s resource
Автор: Frank Maschmeier Название: Learner Autonomy in the CLIL Classroom ISBN: 3631780133 ISBN-13(EAN): 9783631780138 Издательство: Peter Lang Рейтинг: Цена: 82120.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
In Content and Language Integrated Learning (CLIL), content and language learning proceed in parallel, the one supporting the other. CLIL has spread widely and has attracted a large number of studies. While most of these studies have focused on the language benefits of CLIL, this book focuses on both language and subject achievement. Against the background of autonomy theory and motivation, the author investigates to what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings.
The analysis of data obtained from CLIL learners and teachers shows that the majority of participants do not see this integration as problematic, while data concerning student achievement point in a different direction. While results are positive concerning motivation and self-perception of achievement for both beginning and more advanced CLIL learners, this positive picture is not confirmed by performance data in the area of self-directed learning.
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