Teaching For Better Learning

Author: Fred R. Abbatt
ISBN: 9789241544429
Size: 12.28 MB
Format: PDF, Mobi
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Teaching For Better Learning from the Author: Fred R. Abbatt. A comprehensive, step-by-step guide to teaching methods that can make the training of primary health care workers more relevant and effective. Noting that training courses often fail to prepare students for real conditions in the field, the book argues for job-oriented training focused on tasks, skills, and attitudes rather than on the memorization of facts from various academic disciplines. To this end, the book itself uses numerous practical examples and stories to anchor concepts and theories in real experiences, while exercises and tests help readers think through exactly what the job of the health worker involves on a day-to-day basis. Now in its second edition, the manual has been substantially revised and expanded following more than a decade of widespread use in over 30 developing countries. The manual is organized in four parts. Part one deals with the general problem of what students should learn. Chapters also illustrate areas of knowledge, often included in courses that are irrelevant to job performance and therefore useless to students. Part two helps readers choose the best teaching methods for each part of the course and offers some advice on using each method effectively. Part three, on performance assessment, describes traditional and newer methods for testing whether students can perform the work for which they are being trained. Emphasis is placed on the strengths and limitations of the different methods for assessing decision-making skills, communication skills, and the ability to perform procedures correctly. The final part gives practical tips and advice on how to plan, write, produce, and evaluate learning materials, from single-page handouts for use in lessons, through to complete manuals which health workers can use after the course as permanent job aids.

Better Learning Through Structured Teaching

Author: Douglas Fisher
Publisher: ASCD
ISBN: 1416618309
Size: 78.71 MB
Format: PDF, Kindle
View: 2883
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Better Learning Through Structured Teaching from the Author: Douglas Fisher. In this updated 2nd edition of the ASCD best-seller, Douglas Fisher and Nancy Frey dig deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. On a day-to-day level, it means delivering lessons purposefully planned to incorporate four essential and interrelated instructional phases: 1. Focused Instruction: Preparing students for learning by establishing lesson purpose, modeling strategies and skills, thinking aloud, and noticing how students respond. 2. Guided Instruction: Strategically using prompts, cues, and questions to lead students to new understanding. 3. Collaborative Learning: Allowing students to consolidate their understanding through exploration, problem-solving, discussion, and thinking with their peers. 4. Independent Learning: Requiring students to use the skills and knowledge they've acquired to create authentic products and ask new questions. The authors explore each phase, using real-life examples from a variety of disciplines. You'll find tips and tools for classroom implementation, including checklists for planning and assessment; advice on feedback, homework, group work, differentiated instruction, and blended learning; answers to frequently asked questions; and examples that align to Common Core State Standards. No matter what grade level or subject you teach, Better Learning Through Structured Teaching is your essential guide to helping students expand their capacity for successful and long-lasting learning.

Critical Thinking For Better Learning

Author: Carole Hamilton
Publisher: Rowman & Littlefield
ISBN: 1475827806
Size: 11.14 MB
Format: PDF, ePub
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Critical Thinking For Better Learning from the Author: Carole Hamilton. Critical Thinking for Better Learning shifts the focus from teaching to learning and from presenting information to creating challenges that teach students how to think in your discipline. The shift derives from three new insights from cognitive science: that we think by analogy, that we learn best when we process clear, focused sources and develop our own theories about our findings, and that there are key threshold concepts that define the discipline and make it attractive to young practitioners. This book explains each of these insights in direct, clear language, with examples of how to implement them in your own classroom.

Oecd Reviews Of Evaluation And Assessment In Education Synergies For Better Learning An International Perspective On Evaluation And Assessment

Author: OECD
Publisher: OECD Publishing
ISBN: 9264190651
Size: 78.77 MB
Format: PDF, Mobi
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Oecd Reviews Of Evaluation And Assessment In Education Synergies For Better Learning An International Perspective On Evaluation And Assessment from the Author: OECD. This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.

Teaching Macbeth And More

Author: Dan Flickstein
Publisher: Corwin Pr
Size: 67.99 MB
Format: PDF, Kindle
View: 4033
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Teaching Macbeth And More from the Author: Dan Flickstein. Creating lesson plans for teaching English literature in high schools is the theme of this book. Consideration is given to students and their needs, the literary work being studied and the most appropriate and effective instructional strategies. Four units of study are included to demonstrate the variety of approaches to teaching literature.

Better Teaching More Learning

Author: James R. Davis
Publisher: Ace Oryx
Size: 63.13 MB
Format: PDF
View: 3749
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Better Teaching More Learning from the Author: James R. Davis. Davis argues that postsecondary instructors have to improve their performance in the classroom not only by better understanding how teachers teach, but also how learners learn. He translates recent research on learning into a form useful for college teachers, and then integrates it with current thin

Learning To Teach History In The Secondary School

Author: Terry Haydn
Publisher: Routledge
ISBN: 1135135185
Size: 59.14 MB
Format: PDF, Docs
View: 971
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Learning To Teach History In The Secondary School from the Author: Terry Haydn. 'An excellent companion to Learning to Teach in Secondary School ... full of good ideas and better advice ... Mentors will certainly want to use it, and so, I'm sure, will the rest of the history department ... Make sure they buy one, and keep your copy under lock and key.' – Michael Duffy, Times Educational Supplement 'A very well written and readable book. Overall, this is an excellent book and one which students and teachers outwith England would find a valuable addition to their library.' – Scottish Association of Teachers of History, Resources Review β€˜This book is without question the standard text for the history PGCE market.’ – Dr Ian Davies, University of York, on the first edition. Learning to Teach History in the Secondary School provides an accessible introduction to teaching and learning history at secondary level. Underpinned by a theoretical perspective and backed up by the latest research, it encourages student teachers to develop a personal approach to teaching history. This fourth edition has been thoroughly updated for the new curriculum, with a brand new chapter on subject knowledge and a new section on action research to better support those reflecting on and developing their own practice. It provides an array of references and materials that give a sound theoretical foundation for the teaching of history, including weblinks to further resources, while a range of tasks will enable students to put their learning into practice in the classroom. Practical advice is combined with reference and access to a wide range of recent and relevant research in the field of history education, to support Masters Level research and aid reflective practice. Key issues covered include: The benefits of learning history Planning The use of language and strategies for teaching Inclusion Technology in history teaching Assessment Continuing professional development Offering comprehensive and accessible support to becoming a history teacher, this book remains an invaluable resource for all training and newly qualified history teachers.