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From the Publisher: Before entering higher education, most students' learning experiences have been traditional and teacher-centered. Their teachers have typically controlled their learning, with students having had little say about what and how to learn. For many students, encountering a learner-centered environment will be new, possibly unsettling, and may even engender resistance and hostility. Taking as his starting point students' attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating students to engage with this practice first of all requires explaining its underlying rationale, and then providing guidance on how to learn in this environment. This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. It is informed by the author's extensive experience in managing learner-centered classes, and by his consultation work with faculty. The first four chapters focus on the importance of imparting to students the evidence and underlying philosophy that is driving higher education to move from a teacher-centered to a learner-centered practice, and what this means for students in terms of having control over, and making important choices about, their learning. The final eight chapters focus on how to impart the skills that students need to learn or hone if they are to be effective learners in an environment that is new to them. The book covers such practices as learning on one's own; creating meaningful learning when collaborating with others; peer teaching; making presentations; developing life long learning skills; self and peer evaluation; and give meaningful feedback. This book provides a rich and informative answer to the fundamental question: how do I help my students adjust to a learner-centered practice?
College teaching. --- Student-centered learning. --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning --- University teaching --- Teaching
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This is a practical handbook for designing and teaching hybrid or blended courses that focus on outcomes-based practice. It reflects the author's experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design. Jay Caulfield defines hybrid courses as ones where, not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organizatio
Student-centered learning. --- Blended learning. --- Lesson planning. --- Lesson plans --- Education --- Planning --- Teaching --- Hybrid learning --- Learning --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning --- Curricula
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A renowned educator and charismatic school leader makes an impassioned case for meaningful curriculum, realworld standards, parent and community involvement, and the philosophy of "one student at a time.".
Education --- Student-centered learning --- Effective teaching --- School environment --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning --- Aims and objectives
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Social sciences --- History --- Popular culture --- Student-centered learning --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning --- Culture, Popular --- Mass culture --- Pop culture --- Popular arts --- Communication --- Intellectual life --- Mass society --- Recreation --- Culture --- Study and teaching
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Student-centered learning. --- Active learning. --- College teaching. --- University teaching --- Teaching --- Action learning --- Activity learning --- Activity teaching --- Learning --- Experiential learning --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning
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With More Teaching Games for Understanding: Volume II Moving Globally, you can learn and apply an innovative approach to teaching games that has been used around the world for 30 years in school and sport settings. Editors Joy Butler and Linda Griffin bring the teaching games for understanding (TGfU) approach to life for you in this practical book. More Teaching Games for Understanding follows Griffin and Butler's highly successful 2005 book, Teaching Games for Understanding. This new book is based on the Fourth International TGfU Conference held in 2008 and includes all-new chapters written by 27 world-renowned contributors representing 6 countries. The preface and foreword are written by the founders of TGfU, Rod Thorpe, David Bunker, and Len Almond. This book is not a rehash or a revision of the 2005 book; it presents all-new material on TGfU. (Bron: www.humankinetics.com)
Sports --- Physical education and training --- Student-centered learning. --- Study and teaching. --- 796 --- Sport --- Spelen --- Didactiek --- Methodiek --- 111339.jpg --- Spelen ; didactiek --- Student-centered learning --- Study and teaching --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning --- Field sports --- Pastimes --- Recreations --- Recreation --- Athletics --- Games --- Outdoor life
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In a plural, complex, and diverse society, the school faces many challenges. Teachers must prepare their students for future professions, unthinkable nowadays, and the digital competences of teachers and students are one of the axes of an advanced school. This book presents a set of works rigorously elaborated by authors of different disciplines, on the role of information and communication technologies (ICT) in educational centers and on the use of digital resources in the initial and continuing teacher training to improve them, as well as in the teaching of different subjects to achieve a better academic and social performance of students. Besides, the reader will find some innovative experiences in physical education to achieve a better physical, emotional, and social performance of students.
Student-centered learning. --- Education --- Aims and objectives. --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning --- Social Sciences --- Social Sciences and Humanities
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With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals.
Active learning --- Creative teaching --- Motivation in education --- Student-centered learning --- 691 --- Creative ability in teaching --- Teaching --- Action learning --- Activity learning --- Activity teaching --- Learning --- Experiential learning --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Academic motivation --- Academic achievement --- Learning, Psychology of --- Motivation (Psychology) --- Pedagogie en didactiek --- Student-centered learning. --- Active learning. --- Creative teaching. --- Motivation in education. --- Health Sciences --- Psychiatry & Psychology
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This enriching book explores quality education at the grassroots level for disadvantaged children. It evolves and evaluates strategies for the promotion of the overall development of children in the motor, cognitive, language, emotional, social and moral domains. The methods used revolve around children, with a larger purpose of shaping young minds as opposed to solely enhancing academic skills. The essence of the book lies in what adults can learn from children while teaching them. Though the book stems from case studies of schools in rural Karnataka, it has implications for effectively provi
Student-centered learning --- Education, Rural --- Children with disabilities --- Children with special educational needs --- Children with special health care needs --- Children with special needs --- Handicapped children --- Physically handicapped children --- Special needs children --- Exceptional children --- People with disabilities --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning --- Education
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This text is based largely on two workshops organized by Steels (Sony Computer Science Laboratory, Paris) in Portugal in 2002 and Spain in 2003, as part of a long-term effort initiated by Tokoro (Sony Computer Science Labs Inc., Tokyo) to stimulate multidisciplinary discussions aimed at improving education and learning for children and adults of al
Active learning. --- Student-centered learning. --- Education --- Educational technology. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Experimental methods in education --- Learner-centered education --- Learner-controlled instruction --- Student-centered teaching --- Active learning --- Action learning --- Activity learning --- Activity teaching --- Learning --- Experiential learning --- Experimental methods. --- Aids and devices
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