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Author:
Publisher: Optimus Education eBooks
ISBN: 1907567283
Category :
Languages : en
Pages : 151
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Book Description
Author:
Publisher: Optimus Education eBooks
ISBN: 1907567283
Category :
Languages : en
Pages : 151
Get Book Here
Book Description
Author: Margaret B. Sutherland
Publisher:
ISBN: 9781904677123
Category : Study skills
Languages : en
Pages : 143
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Book Description
Author: Page Keeley
Publisher: Corwin Press
ISBN: 1483352196
Category : Education
Languages : en
Pages : 372
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Book Description
Formative assessment informs the design of learning opportunities that take students from their existing ideas of science to the scientific ideas and practices that support conceptual understanding. Science Formative Assessment shows K-12 educators how to weave formative assessment into daily instruction. Discover 75 assessment techniques linked to the Next Generation Science Standards and give classroom practices a boost with: Descriptions of how each technique promotes learning Charts linking core concepts at each grade level to scientific practices Implementation guidance, such as required materials and student grouping Modifications for different learning styles Ideas for adapting techniques to other content areas
Author: Gerry Czerniawski
Publisher: McGraw-Hill Education (UK)
ISBN: 0335245900
Category : Education
Languages : en
Pages : 198
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Book Description
Are you looking for new and creative ways of engaging and motivating your learners? If so, then this is the essential resource for you! Homework for Learning takes a unique approach to homework arguing that it is more than a finishing-off activity and should be inextricably linked to the teaching and learning that takes place in the classroom. Homework - when imaginatively and considerately deployed - can be carried out anywhere, not just within the home, and can promote independent learning; assist in the development of generic skills; and free up time for further work on the curriculum. The authors present over 300 practical strategies for homework to motivate and energize learners. These ideas draw on expert practice and are underpinned by a range of educational theories on learning. The accessible ideas include: Strategies to ensure high homework completion rates Homework for creative starter activities Ideas for fun and effective exam preparation Technologically innovative and e-learning strategies Coursework and project preparation Marking and assessment strategies Off-site homework activities to support school trips and visits Whether you are training to teach in mainstream or post-compulsory education, or are a more experienced teacher, this book encourages you to experiment with a variety of novel strategies for homework. "Homework for Learning is an important read for both new and experienced teachers looking for inspiration. Written in an engaging and highly accessible manner the authors offer a persuasive and powerful argument as to why teachers need to consider the transformative potential of learning outside of the classroom. The practical strategies offered are underpinned by grounded evidence and a research base which encourages us to rethink our homework practices. The emphasis upon 'looking back and looking forwards', supported by critical reflective practice, action research and ongoing professional development is timely. This will be a 'must read' text in my institution." Julie Hughes, Head of Department (Post Compulsory Education), University of Wolverhampton, UK "Within the first few pages Gerry and Warren’s book captured my interest. Firstly they openly talk about the problems around homework, something I could fully empathise with. Then they discuss how homework can be used more creatively to support independent learning and learning that involves others in the process. This is not only a very practical book with extensive guidance on good practice for teachers, it also draws on literature that challenges some of our pre-conceptions about what homework should 'look like'. Through a series of activity sheets, suggestions, thinking points and professional development ideas, the authors challenge teachers to think more carefully about the reasons for setting homework, what they are trying to achieve from it and how they might best support students. What is more, this book is stuffed full of fun ideas for homework that represent innovative approaches likely to engage the interest of students and move beyond the traditional essay (although this is also included). Not only will these suggestions improve the experiences of students, it will also be much more fun for teachers in giving and utilising the homework set." Dr Linda Hammersley-Fletcher, Manchester Metropolitan University, UK "This is a really useful book. Written in a clear style, Gerry Czerniawski and Warren Kidd draw on a wealth of classroom experience and research to share some powerful ideas about learning and teaching. For this book is not just about homework but about how to teach so that children learn. It has heaps of tips and strategies underpinned by big educational ideas that will really excite all sorts of teachers, not just those new to the profession, and get pupils engaged. Inspirational!" Dr Sara Bubb, Institute of Education, UK
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Andrew Roberts
Publisher: University of Chicago Press
ISBN: 0226721167
Category : Reference
Languages : en
Pages : 186
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Book Description
Each fall, thousands of eager freshmen descend on college and university campuses expecting the best education imaginable: inspiring classes taught by top-ranked professors, academic advisors who will guide them to a prestigious job or graduate school, and an environment where learning flourishes outside the classroom as much as it does in lecture halls. Unfortunately, most of these freshmen soon learn that academic life is not what they imagined. Classes are taught by overworked graduate students and adjuncts rather than seasoned faculty members, undergrads receive minimal attention from advisors or administrators, and potentially valuable campus resources remain outside their grasp. Andrew Roberts’ Thinking Student’s Guide to College helps students take charge of their university experience by providing a blueprint they can follow to achieve their educational goals—whether at public or private schools, large research universities or small liberal arts colleges. An inside look penned by a professor at Northwestern University, this book offers concrete tips on choosing a college, selecting classes, deciding on a major, interacting with faculty, and applying to graduate school. Here, Roberts exposes the secrets of the ivory tower to reveal what motivates professors, where to find loopholes in university bureaucracy, and most importantly, how to get a personalized education. Based on interviews with faculty and cutting-edge educational research, The Thinking Student’s Guide to College is a necessary handbook for students striving to excel academically, creatively, and personally during their undergraduate years.
Author: Carol A. Tomlinson
Publisher: ASCD
ISBN: 0871205122
Category : Education
Languages : en
Pages : 128
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Book Description
Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.
Author: Paul Bambrick-Santoyo
Publisher: John Wiley & Sons
ISBN: 0470548746
Category : Education
Languages : en
Pages : 336
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Book Description
Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.
Author: Susan M. Brookhart
Publisher: ASCD
ISBN: 141662306X
Category : Education
Languages : en
Pages : 154
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Book Description
Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.
Author: Zoe Gavriilidou
Publisher: Multilingual Matters
ISBN: 1788926730
Category : Language Arts & Disciplines
Languages : en
Pages : 480
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Book Description
This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It comprises a wide selection of studies which cover topics such as strategic training of young EFL learners, promoting critical thinking through video gaming, language learning strategies for languages other than English, and the contribution of language learning strategies to the development of the four language learning skills. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes. The contributing authors share research from their various contexts, which range from primary to tertiary education, and discuss the need for fine-tuned strategy categorization, conscious self-regulation and proposed strategy instruction.
