Author: Daniel T. Willingham
Publisher: John Wiley & Sons
Release Date: 2009-06-10
Easy-to-apply, scientifically-based approaches for engaging students in the classroom Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. Nine, easy-to-understand principles with clear applications for the classroom Includes surprising findings, such as that intelligence is malleable, and that you cannot develop "thinking skills" without facts How an understanding of the brain's workings can help teachers hone their teaching skills "Mr. Willingham's answers apply just as well outside the classroom. Corporate trainers, marketers and, not least, parents -anyone who cares about how we learn-should find his book valuable reading." —Wall Street Journal
"English Linguistics" is a compact and easy-to-use introduction to English linguistics which - is tailored to the needs of students of English at German, Austrian and Swiss universities, - contains graded exercises to motivate students to carry out independent research, and - bridges the gap between linguistics and the literary and cultural-studies components of the typical BA in English Studies. Bachelor-wissen "English Linguistics" goes beyond the usual introduction in offering accompanying web resources which provide additional material and multi-media illustration.
Schülerratings werden sowohl in der Unterrichtsqualitätsforschung als auch im Rahmen interner und externer Evaluation zur Erfassung von Unterrichtsqualität eingesetzt. Während Schülerratings in der Sekundarstufe als recht gut erforscht gelten, existieren bislang nur wenige Arbeiten, die sich mit der Eignung von Grundschülerratings zur Messung von Unterrichtsqualität beschäftigen. In diesem Buch wird mittels eines Mixed-Method-Designs die Validität von Schülerratings in der Grundschule untersucht. Dabei werden verschiedene Validierungsmethoden verglichen und es wird das Verzerrungsausmaß hinsichtlich einzelner Stufen des Urteilsprozesses beim Beantworten eines Items in den Blick genommen. Insgesamt stellen die Ergebnisse die Eignung einiger Fragebögen, welche zum Einsatz in der Grundschule konzipiert wurden, in Frage. Grundschüler können verschiedene Aspekte der Unterrichtsqualität (fragebogenbasiert) nicht valide beurteilen, manche Aspekte jedoch besser als Beobachter. Gerlinde Lenske: Erstes und zweites Staatsexamen für das Lehramt für Grund- und Hauptschulen; 2006-2009 Lehrkraft und Fachleiterin am Studienseminar sowie Referentin am pädagogischen Landesinstitut; 2009-2012 abgeordnete Lehrkraft an der Universität Koblenz-Landau im DFG-Graduiertenkolleg 'Unterrichtsprozesse'; 2012-2014 wissenschaftliche Mitarbeiterin am Lehrstuhl für Psychologie der Universität Duisburg-Essen, seit September 2014 Geschäftsführung des Zentrums für Lehrerbildung an der Universität Koblenz-Landau.
This book can be a starting point for secondary education majors, high school teachers, and administrators to begin to consider how individualizing instruction could be done for high school students. With computerized applications implemented alongside a standardized curriculum, it can be possible for individual student needs to be met while also ensuring that group needs are also met. A powerful motivational factor can also be introduced that will make students want to learn, and to be life-long learners. The time is now.
Author: Michael W. Wiederman
Publisher: Mindful Publications
Release Date: 2013-08-01
Genre: Study Aids
"With this book you'll learn how memory and attention work, and how to put these insights into practice for the most effective and efficient studying. You'll also find research-based answers to questions such as what a study environment should look like, what you need to be doing in class and during study sessions, and how long and how often you should be studying for maximum results."--Back cover.
Author: Mary-Dean Barringer
Publisher: John Wiley & Sons
Release Date: 2010-03-29
Schools for All Kinds of Minds Based on cutting-edge brain research and the pioneering work being done at the All Kinds of Minds nonprofit organization, this groundbreaking book offers a dynamic approach to closing the ever-widening achievement gap in schools. Schools for All Kinds of Minds shows how educators at all levels can develop expertise in "learning variation"—understanding how different kind of minds learn—and demonstrates how to apply this knowledge to raise achieve- ment for all. This focus—which recognizes kids' learning strengths, not just deficits— can lead to school success even for struggling students. The All Kinds of Minds model is defined by these essential components: Expertise in the science of learning and the belief that differences are variation, not deviation; evidence gathered from multiple sources, including an approach for understanding how specific students learn; a problem-solving model that helps to identify passions and affinities that can drive scholarship, careers, and other life choices; a set of five core beliefs about how all students are treated; and a commitment to align school and edu-cational practices and policies to the way students learn and vary in their learning. The book includes reflection exercises and accompanying online resources that can facilitate the use of the All Kinds of Minds model within school-based professional learning communities (PLCs) and other staff development activities, as well as teacher education programs.
Author: Edward D. Hess
Publisher: Columbia University Press
Release Date: 2014-09-30
Genre: Business & Economics
To compete with today's increasing globalization and rapidly evolving technologies, individuals and organizations must take their ability to learn—the foundation for continuous improvement, operational excellence, and innovation—to a much higher level. In Learn or Die, Edward D. Hess combines recent advances in neuroscience, psychology, behavioral economics, and education with key research on high-performance businesses to create an actionable blueprint for becoming a leading-edge learning organization. Learn or Die examines the process of learning from an individual and an organizational standpoint. From an individual perspective, the book discusses the cognitive, emotional, motivational, attitudinal, and behavioral factors that promote better learning. Organizationally, Learn or Die focuses on the kinds of structures, culture, leadership, employee learning behaviors, and human resource policies that are necessary to create an environment that enables critical and innovative thinking, learning conversations, and collaboration. The volume also provides strategies to mitigate the reality that humans can be reflexive, lazy thinkers who seek confirmation of what they believe to be true and affirmation of their self-image. Exemplar learning organizations discussed include the secretive Bridgewater Associates, LP; Intuit, Inc.; United Parcel Service (UPS); W. L. Gore & Associates; and IDEO.
This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.
Author: David A. Kolb
Publisher: FT Press
Release Date: 2014-12-17
Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.
Author: James R. Davis
Publisher: Stylus Publishing, LLC
Release Date: 2013-04-30
For teachers in higher education who haven’t been able to catch up with developments in teaching and learning, James Davis and Bridget Arend offer an introduction that focuses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning. The authors present approaches that readers can readily and safely experiment with to achieve desired learning outcomes, and build confidence in changing their methods of teaching. Research on learning clearly demonstrates that learning is not one thing, but many. The learning associated with developing a skill is different from the learning associated with understanding and remembering information, which in turn is different from thinking critically and creatively, solving problems, making decisions, or change paradigms in the light of evidence. Differing outcomes involve different ways of learning and teaching strategies. The authors provide the reader with a conceptual approach for selecting appropriate teaching strategies for different types of content, and for achieving specific learning objectives. They demonstrate through examples how a focused and purposeful selection of activities improves student performance, and in the process makes for a more effective and satisfying teaching experience. The core of the book presents a chapter on each of the seven ways of learning. Each chapter offers a full description of the process, illustrates its application with examples from different academic fields and types of institutions, clearly describes the teacher’s facilitation role, and covers assessment and online use. The seven ways of learning are: Behavioral Learning; Cognitive Learning; Learning through Inquiry; Learning with Mental Models; Learning through Groups and Teams; Learning through Virtual Realities; and Experiential Learning. Along the way, the authors provide the reader with a basis for evaluating other approaches to teaching and other learning methodologies so that she or he can confidently go beyond the “seven ways” to adapt or adopt further strategies. This is the ideal companion for teachers who are beginning to explore new ways of teaching, and want to do some serious independent thinking about learning. The book can also be used to prepare graduate students for teaching, and will be welcomed by centers for teaching and learning to help continuing faculty re-examine a particular aspect of their teaching.
An innovative look at reshaping the educational experiences of 21st-century learners! Inspiring thoughtful discussion that leads to change, this reader-friendly resource examines how the new digital landscape is transforming teaching and learning in an environment of standards, accountability, and high-stakes testing and why informed leadership is so critical. The authors present powerful strategies and compelling viewpoints, underscore the necessity of developing relevant classroom experiences, and discuss: Attributes common among digital learners The concepts of neuroplasticity and the hyperlinked mind An educational approach that supports traditional literacy skills alongside 21st-century fluencies Evaluation methods that encompass how digital generation students process new information
Author: Roxanne Cullen
Publisher: John Wiley & Sons
Release Date: 2012-02-03
Praise for The Learner-Centered Curriculum "Cullen, Harris, and Hill provide a clear and practical framework for addressing the root of the problems of today's universities. The authors provide a lucid, actionable, and evidence-based prescription for building an integrated learning system to replace the hodgepodge of miscellany that we have inherited. They illustrate the kind of conversations and transformations that could raise the value of and change the prospects for higher education."—John Tagg, author, The Learning Paradigm College "This book offers a powerful, realistic, and much-needed plan for changing how learning happens in higher education. Anyone concerned about improving teaching and students' learning needs to read this book!"—Terry Doyle, author, Helping Students Learn in a Learner-Centered Environment "To help achieve the imperative to make our universities more learner-centered, the authors focus on curriculum redesign and offer a solid theoretical approach combined with applied skills that institutional leaders and faculty can use to attain their goals. Shared governance, autonomous learning, assessment, technology, and physical space are among the elements discussed in this excellent book that universities will need to consider when developing a new curriculum that is more learner-centered."—Jolene Koester, president, California State University, Northridge "Cullen, Harris, and Hill provide a thought-provoking resource with the compelling advantages and frameworks to create twenty-first-century student-centered, knowledge-centered, assessment-centered, and community-centered curriculum. This is a must-read for faculty and administrators committed to transforming their curriculum in order to educate better prepared graduates."—Deborah L. Ford, chancellor, University of Wisconsin-Parkside "This is the book that I have been looking for. Written by three leaders who have done the heavy lifting of leading real change, it's a book for every academic leader who understands that innovation is essential to the future of higher education."—Earl H. Potter, III, president, St. Cloud State University
Author: Ariel Sacks
Publisher: John Wiley & Sons
Release Date: 2013-10-03
Work with students at all levels to help them read novels Whole Novels is a practical, field-tested guide toimplementing a student-centered literature program that promotescritical thinking and literary understanding through the study ofnovels with middle school students. Rather than using novels simplyto teach basic literacy skills and comprehension strategies,Whole Novels approaches literature as art. The book is fullyaligned with the Common Core ELA Standards and offers tips forimplementing whole novels in various contexts, includingsuggestions for teachers interested in trying out small steps intheir classrooms first. Includes a powerful method for teaching literature, writing,and critical thinking to middle school students Shows how to use the Whole Novels approach in conjunction withother programs Includes video clips of the author using the techniques in herown classroom This resource will help teachers work with students of varyingabilities in reading whole novels.
"Ich habe dieses Buch, mein ultimatives Notizbuch voller nützlicher Werkzeuge, für mich selbst kreiert. Es hat mein Leben verändert und ich hoffe, dir wird es genauso helfen." TIM FERRISS "In den letzten zwei Jahren habe ich beinahe 200 Weltklasse-Performer interviewt. Die Bandbreite der Gäste reicht von Stars (Jamie Foxx, Arnold Schwarzenegger) und Topathleten bis hin zu legendären Kommandanten von Spezialeinheiten und sogar Schwarzmarkt-Biochemikern. Viele meiner Gäste akzeptierten erstmals in ihrer Karriere ein Zwei-bis-drei-Stunden-Interview. Dieses Buch enthält unverzichtbare Tools, Taktiken und Insiderwissen, die anderswo nicht zu finden sind, außerdem neue Tipps von früheren Gästen und Lebensweisheiten neuer Gäste, die du noch nicht kennst." Was das Buch so außergewöhnlich macht, ist der unablässige Fokus auf leicht umsetzbare Details: - Was tun diese Titanen in den ersten 60 Minuten an jedem Morgen? - Wie sieht ihre Trainingsroutine aus und warum? - Welches Buch haben sie am häufigsten an andere Menschen verschenkt? - Was betrachten sie als die größten Zeitverschwender? - Welche Nahrungsergänzungsmittel nehmen sie täglich? "Alles, was du auf diesen Seiten liest, habe ich in meinem Leben bereits auf die eine oder andere Weise angewandt. Ich habe Dutzende der dargestellten Taktiken bei kritischen Verhandlungen, in riskanter Umgebung oder bei großen Deals eingesetzt. Die Lektionen haben mir zu Millionen von Dollar verholfen und mich vor Jahren verschwendeter Bemühungen und Frustration bewahrt." TIM FERRISS