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| Author | : Anna Uhl Chamot |
| Publisher | : Allyn & Bacon |
| Total Pages | : 249 |
| Release | : 1999 |
| Genre | : Foreign Language Study |
| ISBN | : 9780201385489 |
This exciting new handbook provides teachers with practical guidelines and classroom-tested lessons and activities to teach ESL students how to use learning strategies. Written by experts in the field, this book is a highly accessible must-have guide for implementing learning strategies in the classroom.
| Author | : Ronald R. Schmeck |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 381 |
| Release | : 2013-11-11 |
| Genre | : Psychology |
| ISBN | : 1489921184 |
A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities.
| Author | : |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2009 |
| Genre | : Critical thinking |
| ISBN | : |
A research-based book designed to help prepare for enhanced college classroom and academic performance. Contained are self-assessment inventories to help quickly determine your strengths and weaknesses inside and outside the classroom. They also provide a general assessment of your test-taking skills. Then it provides strategies for absorbing more information during lectures, creating and maintaining productive study environments, and succeeding on classroom and standardized tests. -- Publisher description.
| Author | : Dr.P.C. NAGA SUBRAMANI |
| Publisher | : Lulu.com |
| Total Pages | : 243 |
| Release | : |
| Genre | : |
| ISBN | : 1365233189 |
| Author | : Melvin L. Silberman |
| Publisher | : Allyn & Bacon |
| Total Pages | : 216 |
| Release | : 1996 |
| Genre | : Education |
| ISBN | : |
[For] middle school, high school, college, or adult classroom ... [Publisher's note]
| Author | : Linda Schwartz Green |
| Publisher | : Corwin Press |
| Total Pages | : 177 |
| Release | : 2011-01-24 |
| Genre | : Education |
| ISBN | : 145226936X |
"An excellent tool to help teachers help students, this book would be particularly useful within a professional learning community or in a mentoring setting." —Jim Hoogheem, Retired Principal Fernbrook Elementary School, Maple Grove, MN "This book got me excited to teach in an inclusive setting! The tips and directions will work with every child and will ensure that ALL students can learn in the same environment." —Rachel Aherns, Instructional Strategist I Westridge Elementary School, West Des Moines, IA Engage all learners with research-based strategies from acclaimed educators Research indicates that students of all ages and demographics benefit from active learning strategies. The challenge is translating what we know into what we do. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola build that bridge with more than 40 easy-to-implement strategies for today′s inclusive classroom. This practical guide includes: Field-tested practices that are easily adaptable to various grade levels and subjects Vignettes that demonstrate how to apply today′s brain-compatible strategies in the classroom Tools for differentiating instruction to serve ALL students, including high-ability students, those with ADHD or learning disabilities, and English learners Grounded in foundational research and educational literature, these strategies include directions for use, sample applications across content areas, and how-to′s for groups and individuals. Teachers and administrators will find this comprehensive guidebook an indispensable at-your- fingertips resource for enhancing student engagement, furthering professional development, and increasing positive learning outcomes.
| Author | : JOHN. SHUCKSMITH NISBET (JANET.) |
| Publisher | : Routledge |
| Total Pages | : 0 |
| Release | : 2019-10-08 |
| Genre | : Cognitive styles |
| ISBN | : 9781138732544 |
Originally published in 1986, designed for teachers and those concerned with the education of primary and secondary school pupils, Learning Strategies presented a new approach to 'learning to learn'. Its aim was to encourage teachers to start thinking about different approaches to harnessing the potential of young learners. It was also relevant to adult learners, and to those who teach them. Thus, although about learning, the book is also very much about teaching. Learning Strategies presents a critical view of the study skills courses offered in schools at the time, and assesses in non-technical language what contributions could be made to the learning debate by recent developments in cognitive psychology. The traditional curriculum concentrated on 'information' and developing skills in reading, writing, mathematics and specialist subjects, while the more general strategies of how to learn, to solve problems, and to select appropriate methods of working, were too often neglected. Learning to learn involves strategies like planning ahead, monitoring one's performance, checking and self-testing. Strategies like these are taught in schools, but children do not learn to apply them beyond specific applications in narrowly defined tasks. The book examines the broader notion of learning strategies, and the means by which we can control and regulate our use of skills in learning. It also shows how these ideas can be translated into classroom practice. The final chapter reviews the place of learning strategies in the curriculum.
| Author | : Doug Buehl |
| Publisher | : Newark, Del. : International Reading Association |
| Total Pages | : 0 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 9780872072848 |
Provides middle school and high school educators with literacy development strategies that emphasize effective learning in content contexts
| Author | : Lyn Ashmore |
| Publisher | : SAGE |
| Total Pages | : 405 |
| Release | : 2014-11-03 |
| Genre | : Education |
| ISBN | : 1473910587 |
This best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice. Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching. Offering pragmatic advice on learning design, support and delivery, coverage includes: Identifying learning needs and objectives Selecting and developing appropriate content Using technology to enhance learning Assessment, evaluation and reflection This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations. Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development and Denise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.
| Author | : David Duran |
| Publisher | : Routledge |
| Total Pages | : 198 |
| Release | : 2017-04-11 |
| Genre | : Education |
| ISBN | : 1317302826 |
This book provides an essential overview of "learning by teaching", unpacking the underpinning theory, research evidence and practical implications of peer learning in a variety of classroom contexts. It aims to offer practical guidance for practitioners in structuring effective peer learning – between professionals and between students alike. It locates this phenomenon in current conceptions of learning and teaching, far removed from traditional ideas of one-way transmission of knowledge. Exactly what happens to promote learning by teaching is explored. Examples of learning by teaching are discussed and it is noted that this happens in school, university and the workplace, as well as through the Internet. Learning by teaching within the student body is then explored, and many different methods described. The organizational features needed to improve learning by teaching consciously and deliberately are investigated. These can be before teaching, during teaching or after teaching. Evidence-based practical guidance is given. Of course teachers can deploy learning by teaching for themselves, but what if they also organize their students to teach each other, thereby giving many more opportunities to discuss, practise, explain and question? This takes pedagogical advantage of the differences between students – turning classrooms into communities of learners where students learn both from their teacher and from their peers.
