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Understanding Learning And Teaching

Autor: Prosser, Michael
Publisher: McGraw-Hill Education (UK)
ISBN: 0335198317
File Size: 28,74 MB
Format: PDF
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Prosser and Trigwell argue that the question to how university teachers can improve the quality of student learning lies in determining how students perceive their unique learning situations. Their book outlines the key principles underlying successful teaching and learning in higher education, and is a key resource for all university teachers.

Understanding Learning And Teaching

Autor: Prosser
Publisher: McGraw-Hill Education (UK)
ISBN: 0335232604
File Size: 30,65 MB
Format: PDF
Read: 3641
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Prosser and Trigwell argue that the question to how university teachers can improve the quality of student learning lies in determining how students perceive their unique learning situations. Their book outlines the key principles underlying successful teaching and learning in higher education, and is a key resource for all university teachers.

Understanding Learning And Teaching In Secondary Schools

Autor: Alison Hramiak
Publisher: Routledge
ISBN: 1317863542
File Size: 16,93 MB
Format: PDF, ePub, Mobi
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Understanding Learning and Teaching in Secondary Schools has been specifically researched, written and developed to inform, support and guide anyone training to become a secondary teacher today. This comprehensive new text strikes a balance between the depth of theory covered in the book and its practical application in the classroom. The authors introduce and explore key ideas and issues in an accessible, highly readable way, inviting you to reflect on your own practice and challenge both your own and others’ thinking.

Forms Of Mathematical Knowledge

Autor: Dina Tirosh
Publisher: Springer Science & Business Media
ISBN: 9780792359951
File Size: 9,97 MB
Format: PDF, ePub, Docs
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What mathematics is entailed in knowing to act in a moment? Is tacit, rhetorical knowledge significant in mathematics education? What is the role of intuitive models in understanding, learning and teaching mathematics? Are there differences between elementary and advanced mathematical thinking? Why can't students prove? What are the characteristics of teachers' ways of knowing? This book focuses on various types of knowledge that are significant for learning and teaching mathematics. The first part defines, discusses and contrasts psychological, philosophical and didactical issues related to various types of knowledge involved in the learning of mathematics. The second part describes ideas about forms of mathematical knowledge that are important for teachers to know and ways of implementing such ideas in preservice and in-service education. The chapters provide a wide overview of current thinking about mathematics learning and teaching which is of interest for researchers in mathematics education and mathematics educators. Topics covered include the role of intuition in mathematics learning and teaching, the growth from elementary to advanced mathematical thinking, the significance of genres and rhetoric for the learning of mathematics and the characterization of teachers' ways of knowing.

Understanding Teaching And Learning In Primary Education

Autor: Mike Carroll
Publisher: SAGE
ISBN: 1473904129
File Size: 26,17 MB
Format: PDF
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This textbook supports your initial teacher education by providing guidance and insight into the professional knowledge and understanding, skills and abilities, and values and commitments necessary in order to succeed in the primary classroom. Coverage includes: View from practice boxes in every chapter exploring real-life examples of intelligent and engaging teaching in schools Thinking points and reflective questions challenging you to engage critically with what you have read and apply it to your own teaching Links to further reading connecting you to specialised literature on every chapter topic Clear discussion of education policy differences across the UK. Mike Carroll is the PGDE (Primary and Secondary) Programme Leader and Director of the MEd Professional Learning and Enquiry programme in the School of Education, University of Glasgow. Margaret McCulloch is a University Teacher within the School of Education, University of Glasgow.

Understanding Learning And Teaching In Schools

Autor: Michael Waring
Publisher: Psychology Press
ISBN: 9780415335461
File Size: 23,49 MB
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This practical guide to the pedagogy of teaching looks not only at the "how" of teaching, but also at the "what" and the "why". Pedagogy (the science of teaching) is part of the essential understanding of all teachers: a sound conception of pedagogy is central to all good teaching. Based on curriculum and teacher training agency guidelines, the work evaluates what pedagogy is, and how teachers can understand - and benefit from - this potentially complex subject. Illustrated throughout with examples, the volume encourages readers to engage in a positive approach to learning to teach. Key topics covered include: understanding pedagogy; creating a foundation for learners; learning and teaching; learning to teach well; and frameworks for learning to teach.

Understanding Teaching And Learning

Autor: Baljit Kaur
Publisher: Springer Science & Business Media
ISBN: 9460918646
File Size: 27,43 MB
Format: PDF
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• How do children, individually and collectively, make meanings of their learning experiences? • How can teachers become aware of children’s meaning making on an ongoing basis? • Is it possible and useful to create an integrated theory of student learning? • How can classroom research enhance critical understandings of the situated nature of learning and teaching, while taking into account the systemic and educational policy contexts? • How do differences, such as class, race, culture, gender and sexualities, interact with student learning? • How can teachers respond effectively to the realities of today’s diverse classrooms? • What are the current and emerging issues in classroom research? These are just some of the questions this book grapples with. It pays tribute to Professor Graham Nuthall’s (1935-2004) research contributions - a pioneering and internationally renowned classroom researcher of teaching and learning from New Zealand. It has been written by emerging and experienced classroom researchers from several countries as part of a project aimed at building on and extending Nuthall’s research and promoting the conducting, teaching and supervision of classroom research. The authors engage critically with theoretical, methodological and pedagogical possibilities of their research using Nuthall’s work as a springboard. As a result, all authors make links between theory and practice. Further, several leading international researchers contribute comments on future directions for classroom research and its relevance for teaching and learning. Understanding teaching and Learning: Classroom Research Revisited would be of interest to practicing or prospective teachers and teacher educators, as well as scholars and students of teaching and learning.

University Teaching In Focus

Autor: Lynne Hunt
Publisher: Routledge
ISBN: 0415644062
File Size: 17,57 MB
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University Teaching in Focus provides a foundational springboard for early career academics preparing to teach in universities. Focusing on four critical areas - teaching, curriculum, students, and quality/leadership - this succinct resource offers university teachers a straightforward approach to facilitating effective student learning. The book empowers university teachers and contributes to their career success by developing teaching skills, strategies, and knowledge, as well as linking theory to practice. Written in a clear and accessible style by internationally acclaimed experts, topics include: learning theories, assessment, discipline-based teaching, curriculum design, problem-based and work-integrated learning, effective classroom teaching, and flexible modes of delivery. The needs of diverse student groups are explored and the scholarship of teaching and learning is addressed within a quality and leadership framework. The book also makes reference to seminal works and current resources. Real-world cases illuminate the theoretical content and 'Your Thoughts' sections encourage reflection and adaptation to local contexts. University Teaching in Focus explores ways that teachers can effectively engage students in life-long learning, extending their capacity to solve problems, to enter the workforce, to understand their discipline, and to interact positively with others in a global community throughout their professional lives.

Learning And Teaching With Maps

Autor: Patrick Wiegand
Publisher: Psychology Press
ISBN: 9780415312097
File Size: 23,37 MB
Format: PDF, Kindle
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Examines how children read, comprehend, and interpret maps, and explores ways that teaching with maps can be more effective.

Teaching For Understanding

Autor: Martha Stone Wiske
Publisher: Jossey-Bass
ISBN:
File Size: 28,41 MB
Format: PDF
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This book presents an innovative approach to teaching that helps students acquire and use knowledge in ways that go beyond rote memorization of facts and figures--to develop a level of understanding that will serve them well throughout their lives. Based on a six-year collaborative research project of school teachers and researchers from the Harvard Graduate School of Education, the book describes what teaching for understanding looks like in the classroom, and examines how teachers have learned to use it. Part One: Foundations of Teaching for Understanding 1. Why Do We Need a Pedagogy of Understanding? Vito Perrone 2. What is Understanding? David Perkins Part Two: Teaching for Understanding in the Classroom 3. What is Teaching for Understanding? Martha Stone Wiske 4. How Do Teachers Learn to Teach for Understanding? Martha Stone Wiske, Karen Hammerness, Daniel Gray Wilson 5. How Does Teaching for Understanding Look in Practice? Ron Ritchart, Martha Stone Wiske, Eric Buchovecky, Lois Hetland Part Three: Students' Understanding in the Classroom 6. What Are the Qualities of Understanding? Veronica Boix Mansilla, Howard Gardner 7. How Do Students Demonstrate Understanding? Lois Hetland, Karen Hammerness, Chris Unger, Daniel Gray Wilson 8. What Do Students in Teaching for Understanding Classrooms Understand? Karen Hammerness, Rosario Jaramillo, Chris Unger, Daniel Gray Wilson 9. What Do Students Think About Understanding? Chris Unger and Daniel Gray Wilson with Rosario Jaramillo and Roger Dempsey Part Four: Promoting Teaching for Understanding 10. How Can We Prepare New Teachers? Vito Perrone 11. How Can Teaching for Understanding Be ExtAnded in Schools? Martha Stone Wiske, Lois Hetland, Eric Buchovecky Conclusion: Melding Progressive and Traditional Perspectives Howard Gardner Martha Stone Wiske is a lecturer and researcher at the Harvard Graduate School of Education where she co-directs the Educational Techono

Understanding And Teaching The Intuitive Mind

Autor: Bruce Torff
Publisher: Routledge
ISBN: 1135673837
File Size: 27,36 MB
Format: PDF, Mobi
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The intuitive mind is a powerful force in the classroom and often an undetected one. Intuitive conceptions--knowledge or knowledge-structures that individuals acquire and use largely without conscious reflection or explicit instruction--sometimes work to facilitate learning in the classroom and other contexts. But learning may also be impeded by intuitive conceptions, and they can be difficult to dislodge as needed. The literatures in psychology and education include a large and diverse body of theory and research on intuitive conceptions, but this work is limited in some respects. This volume contributes in four ways to overcome these limitations. Understanding and Teaching the Intuitive Mind: Student and Teacher Learning: * pulls together diverse theoretical and methodological approaches to the origin, structure, function, and development of intuitive conceptions; * explores a diversity of academic disciplines--paying equal attention not only to mathematics and science, the fields in which intuitive concepts have been studied most extensively, but also to the social sciences, arts, and humanities; * explicitly links theory and research to educational implications and classroom applications; and * focuses not only on students' intuitive conceptions but also on teachers' intuitive beliefs about learning and teaching. Although the viewpoints of the contributors are diverse, they share the belief that educational practices have much to gain by systematic studies of the intuitive learner and teacher. This volume offers state-of-the-art, research-based information and support for psychologists, teacher educators, educational administrators, teachers, prospective teachers, and others who seek to develop educational practices that are cognizant of (and responsive to) the intuitive conceptions of students and teachers.

Designing Courses For Higher Education

Autor: Toohey, Susan
Publisher: McGraw-Hill Education (UK)
ISBN: 0335200494
File Size: 22,83 MB
Format: PDF
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This book focuses not on teaching techniques but on the strategic decisions which must be made before a course begins. It provides realistic advice for university and college teachers on how to design more effective courses without underestimating the complexity of the task facing course developers, and offers course designers both an understanding and a framework within which to clarify their own teaching purposes.

Upgrade Your Teaching

Autor: Jay McTighe
Publisher: ASCD
ISBN: 1416627367
File Size: 15,58 MB
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How can educators leverage neuroscience research about how the human brain learns? How can we use this information to improve curriculum, instruction, and assessment so our students achieve deep learning and understanding in all subject areas? Upgrade Your Teaching: Understanding by Design Meets Neuroscience answers these questions by merging insights from neuroscience with Understanding by Design (UbD), the framework used by thousands of educators to craft units of instruction and authentic assessments that emphasize understanding rather than recall. Readers will learn - How the brain processes incoming information and determines what is (or is not) retained as long-term memory; - How brain science reveals factors that influence student motivation and willingness to put forth effort; - How to fully engage all students through relevance and achievable challenge; - How key components of UbD, including backward design, essential questions, and transfer tasks, are supported by research in neuroscience; - Why specific kinds of teaching and assessment strategies are effective in helping students gain the knowledge, skills, and deep understanding they need to succeed in school and beyond; and - How to create a brain-friendly classroom climate that supports lasting learning. Authors Jay McTighe and Judy Willis translate research findings into practical information for everyday use in schools, at all grade levels and in all subject areas. With their guidance, educators at all levels can learn how to design and implement units that empower teachers and students alike to capitalize on the brain's tremendous capacity for learning.

Teaching History At University

Autor: Alan Booth
Publisher: Psychology Press
ISBN: 9780415305365
File Size: 29,98 MB
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Drawing on a wide range of international research, reflections and experiences of univeristy historians, this book links theory and practice and examines how high quality history teaching and learning can be acheived today in universities world wide.

Teaching For Understanding With Technology

Autor: Martha Stone Wiske
Publisher: John Wiley & Sons
ISBN: 1118901746
File Size: 25,75 MB
Format: PDF, Mobi
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Teaching for Understanding with Technology shows how teachers can maximize the potential of new technologies to advance student learning and achievement. It uses the popular Teaching for Understanding framework that guides learners to think, analyze, solve problems, and make meaning of what they've learned. The book offers advice on tapping into a rich array of new technologies such as web information, online curricular information, and professional networks to research teaching topics, set learning goals, create innovative lesson plans, assess student understanding, and develop communities of learners.