Author: Ferdinand Rivera
Publisher: Springer Science & Business Media
ISBN: 9400727127
Category : Education
Languages : en
Pages : 223
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Book Description
This book synthesizes research findings on patterns in the last twenty years or so in order to argue for a theory of graded representations in pattern generalization. While research results drawn from investigations conducted with different age-level groups have sufficiently demonstrated varying shifts in structural awareness and competence, which influence the eventual shape of an intended generalization, such shifts, however, are not necessarily permanent due to other pertinent factors such as the complexity of patterning tasks. The book proposes an alternative view of pattern generalization, that is, one that is not about shifts or transition phases but graded depending on individual experiences with target patterns. The theory of graded representations involving pattern generalization offers a much more robust understanding of differences in patterning competence since it is sensitive to varying levels of entry into generalization. Empirical evidence will be provided to demonstrate this alternative view, which is drawn from the author’s longitudinal work with elementary and middle school children, including several investigations conducted with preservice elementary majors. Two chapters of the book will be devoted to extending pattern generalization activity to arithmetic and algebraic learning of concepts and processes. The concluding chapter addresses the pedagogical significance of pattern learning in the school mathematics curriculum.
Author: David Gijbels
Publisher: Routledge
ISBN: 1134633521
Category : Education
Languages : en
Pages : 379
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Book Description
Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learning This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.
Author: Larry C. Holt
Publisher: SAGE
ISBN: 9780761928249
Category : Education
Languages : en
Pages : 420
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Book Description
Instructional Patterns: Strategies for Maximizing Student Learning examines instruction from the learners' point of view by showing how instructional patterns can be used to maximize the potential for students to learn. This book explores the interactive patterns that exist in today's classroom and demonstrates how teachers can facilitate the interactivity of these patterns to match their goals for student learning. These interactive patterns are reinforced through the incorporation of medical, cognitive, and behavioral neuroscience research.
Author: John H. Clarke
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 344
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Book Description
Author: Joseph Bergin
Publisher: Createspace Independent Publishing Platform
ISBN: 9781479171828
Category : Pedagogical content knowledge
Languages : en
Pages : 0
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Book Description
This collection of patterns proposes some successful techniques to assist with teaching and learning, especially of technical subjects. For professional educators, these patterns may seem obvious, even trivial, because they have used them so often. But for those newer to teaching, they offer a way to obtain the deep knowledge of experienced teachers. Patterns are not step-by-step recipes. Each of these offers a format and a process for transferring knowledge that can then be used by a variety of different teachers in many different ways. While most of the authors are involved in some aspect of computing and informatics, and so the examples are mostly drawn from those fields, much of the advice is general enough to be applied to other disciplines. The advice is not restricted to formal education, but has been used in various training scenarios as well. Most educators and trainers are not taught how to teach. Rather, they often find themselves teaching by accident. Typically, a person with a skill that is in demand, such as a particular programming language, will be asked to teach it. People assume that if the person is good in this programming language, she will be good at teaching it. But knowing the subject matter is very different from knowing how to teach it. Effectively communicating complex technologies is often a struggle for information technology instructors. They may try various teaching strategies, but this trial and error process can be time-consuming and fraught with error. Advice is often sought from other expert instructors, but these individuals are not always readily available. This creates the need to find other ways to facilitate the sharing of teaching techniques between expert and novice teachers.This is the goal of the Pedagogical Patterns Project. Pedagogy is a term that refers to the systematized learning or instruction concerning principles and methods of teaching. Patterns provide a method for capturing and communicating the deep knowledge in a field. As an example, imagine that you are looking for an effective way to teach message passing to experienced programmers in a weeklong industry course. A friend who is teaching a semester-long object technology course to traditional age university students has found an effective technique. He shares it with you without dictating the specific implementation details. This allows you to use your own creativity to implement the technique in a way that is most comfortable for you and most useful for your industry students. This is the essence of patterns: to offer a format and a process for sharing successful practices in a way that allows each practice to be used by a variety of people in many different ways.This pattern language contains patterns from the Pedagogical Patterns effort, which has been ongoing for over ten years. They have been revised and rewritten in Alexandrian form in order to support the integration into a pattern language. The currently available patterns focus on a classroom situation at beginners to advanced level. The editors and authors are a mix of industrial trainers and university educators with a wealth of experience. Some teach small groups face to face and others teach huge courses delivered over the internet. Everything here is useful for secondary education onwards. The patterns in this pattern language use a form similar to the one used by Christopher Alexander in his book A Pattern Language. This book introduced patterns to the world of architecture, from whence it has spread throughout the computing and educational disciplines.
Author: Christopher Barney
Publisher: CRC Press
ISBN: 1000259544
Category : Computers
Languages : en
Pages : 503
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Book Description
Chris Barney’s Pattern Language for Game Design builds on the revolutionary work of architect Christopher Alexander to show students, teachers, and game development professionals how to derive best practices in all aspects of game design. Using a series of practical, rigorous exercises, designers can observe and analyze the failures and successes of the games they know and love to find the deep patterns that underlie good design. From an in-depth look at Alexander’s work, to a critique of pattern theory in various fields, to a new approach that will challenge your knowledge and put it to work, this book seeks to transform how we look at building the interactive experiences that shape us. Key Features: Background on the architectural concepts of patterns and a Pattern Language as defined in the work of Christopher Alexander, including his later work on the Fifteen Properties of Wholeness and Generative Codes. Analysis of other uses of Alexander’s work in computer science and game design, and the limitations of those efforts. A comprehensive set of example exercises to help the reader develop their own patterns that can be used in practical day-to-day game design tasks. Exercises that are useful to designers at all levels of experience and can be completed in any order, allowing students to select exercises that match their coursework and allowing professionals to select exercises that address their real-world challenges. Discussion of common pitfalls and difficulties with the pattern derivation process. A guide for game design teachers, studio leaders, and university departments for curating and maintaining institutional Pattern Languages. An Interactive Pattern Language website where you can share patterns with developers throughout the world (patternlanguageforgamedesign.com). Comprehensive games reference for all games discussed in this book. Author Chris Barney is an industry veteran with more than a decade of experience designing and engineering games such as Poptropica and teaching at Northeastern University. He has spoken at conferences, including GDC, DevCom, and PAX, on topics from core game design to social justice. Seeking degrees in game design before formal game design programs existed, Barney built his own undergraduate and graduate curricula out of offerings in sociology, computer science, and independent study. In pursuit of a broad understanding of games, he has worked on projects spanning interactive theater, live-action role-playing game (LARP) design, board games, and tabletop role-playing games (RPGs). An extensive collection of his essays of game design topics can be found on his development blog at perspectivesingamedesign.com.
Author: Yishay Mor
Publisher: Springer
ISBN: 9462095302
Category : Education
Languages : en
Pages : 319
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Book Description
These are challenging times in which to be an educator. The constant flow of innovation offers new opportunities to support learners in an environment ofever-shifting demands. Educators work as they have always done: making the most of the resources at hand, and dealing with constraints, to provide experiences which foster growth. This was John Dewey’s ideal of education 80 years ago and it is still relevant today. This view sees education as a practice that achieves its goals through creative processes involving both craft and design. Craft is visible in the resources that educators produce and in their interactions with learners. Design, though, is tacit, and educators are often unaware of their own design practices. The rapid pace of change is shifting the balance from craft to design, requiring that educators’ design work become visible, shareable and malleable. The participatory patterns workshop is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge. The editors have led many such workshops and this book is a record of that endeavour and its outcomes in the form of practical design narratives, patterns and scenarios that can be used to address challenges in teaching and learning with technology.
Author: Jenni Ingram
Publisher:
ISBN: 0198869312
Category :
Languages : en
Pages : 166
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Book Description
Patterns in Mathematics Classroom Interaction describes, exemplifies and considers the implications of patterns and structures of mathematics classroom interaction.
Author: Mike Scott
Publisher: John Benjamins Publishing
ISBN: 9027222932
Category : Language Arts & Disciplines
Languages : en
Pages : 214
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Book Description
Textual Patterns introduces corpus resources, tools and analytic frameworks of central relevance to language teachers and teacher educators. Specifically it shows how key word analysis, combined with the systematic study of vocabulary and genre, can form the basis for a corpus informed approach to language teaching. The first part of the book gives the reader a strong grounding in the way in which language teachers can use corpus analysis tools (wordlists, concordances, key words) to describe language patterns in general and text patterns in particular. The second section presents a series of case studies which show how a key word / corpus informed approach to language education can work in practice. The case studies include: General language education (i.e. students in national education systems and those following international examination programmes), foreign languages for academic purposes, literature in language education, business and professional communication, and cultural studies in language education.
Author: Diana Laurillard
Publisher: Routledge
ISBN: 1136448209
Category : Education
Languages : en
Pages : 274
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Book Description
Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals – architects, engineers, programmers – teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession. Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively. Teacher professional development has not embedded in the teacher’s everyday role the idea that they could discover something worth communicating to other teachers, or build on each others’ ideas. Could the culture change? From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching.
