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duxiu/initial_release/12863637.zip

聚焦学生角色 : 现今学生价值倾向问题 = JUJIAO XUESHENG JUESE Ju jiao xue sheng jiao se : xian jin xue sheng jia zhi qing xiang wen ti = JUJIAO XUESHENG JUESE 陈桂生著, Chen Guisheng zhu, 陈桂生, author, 陳桂生北京:教育科学出版社, 2011, 2011

1 (p1): 序毋忘教育学 3 (p2): I学生在教育过程中的身份与地位 3 (p2-1): 1 学生是教育的“对象”吗 7 (p2-2): 2 学生是教育过程中的“主体”吗 15 (p2-3): 3 学生可能自主管理吗 17 (p2-4): 4“学生集体”的教育价值 24 (p2-5): 5学生可以自由选择老师吗 29 (p2-6): 6何谓“以学生为本” 39 (p3): II社会对“学生角色”的期待与探求 39 (p3-1): 1“成人”别解 42 (p3-2): 2“个性”认识的误区 46 (p3-3): 3 何谓“个性全面发展” 49 (p3-4): 4“个性全面发展”认识的误区 56 (p3-5): 5“个体社会化”是否同“个性”相悖 58 (p3-6): 6 变化中的“学生角色”观念 61 (p3-7): 7学生价值倾向的形成 65 (p3-8): 8学生自由的常理常规 69 (p3-9): 9 中国学生“赢在起点,输在终点”吗 73 (p3-10): 10 毋忘学生安全 79 (p4): III学生价值倾向问题 79 (p4-1): 1“学生角色”的自我认同 82 (p4-2): 2新生综合征 85 (p4-3): 3学生诚信 88 (p4-4): 4 学生自信 91 (p4-5): 5学生自主选择 95 (p4-6): 6 学生之间的竞争 99 (p4-7): 7学生打“小报告” 102 (p4-8): 8 另类学生“小报告” 106 (p4-9): 9“以自我为中心现象”的警示 111 (p5): IV行为表现不同的学生 111 (p5-1): 1“大错不犯、小错不断”的学生 117 (p5-2): 2很难教的学生 121 (p5-3): 3 另类很难教的学生 123 (p5-4): 4“官二代”遭遇老孟轲 125 (p5-5): 5阳阳的故事 132 (p5-6): 6两个分苹果的故事 136 (p5-7): 7评选“三好学生”的由来 139 (p5-8): 8学生行为习惯的养成——蛇口小学《“小学生行为习惯养成”课题研究方案》解读 149 (p5-9): 9 学生行为的控制、疏导与指导 151 (p5-10): 10 以平等的态度对待学生 155 (p5-11): 11 一次坐失的教育契机 161 (p6): V学生的“老师”观念 161 (p6-1): 1 中国学生素有“尊师”的传统吗 168 (p6-2): 2学生口头禅中反映的“老师”观念 171 (p6-3): 3 某学生的“教师角色”想象 174 (p6-4): 4 教师留给学生的“第一印象” 177 (p6-5): 5一个学生的语文课记忆 185 (p7): 余论 185 (p7-1): 1 话说教育随笔 191 (p7-2): 2 话说“教育叙事研究” 197 (p7-3): 3 一个教师的授业生涯联语本书为陈桂生教授近年来教育随笔的结集.作者针对我国现今引起中小学教师困惑的学生价值倾向问题和教育舆论中与此相关的似是而非的论调, 加以澄清.在一定程度上反映了现时代对学生角色的认识本书为陈桂生教授近年来教育随笔的结集. 内容包括:学生在教育过程中的身份与地位, 社会对\"学生角色\"的期待与探求, 学生价值倾向问题, 行为表现不同的学生, 学生的\"老师\"观念等

中文 [zh] · PDF · 15.4MB · 2011 · 📗 未知类型的图书 · 🚀/duxiu/zlibzh · Save

duxiu/initial_release/学生为王_12474699.zip

学生为“王” 邓凯,王玉建主编, zhu bian Deng Kai, Wang Yujian, fu zhu bian Zhong Faquan, Xiao Kai, bian wei Deng Kai ... [et al.], 主编邓凯, 王玉建 , 副主编钟发全, 肖凯 , 编委邓凯 [and others, 邓凯, 邓凯,王玉建主编, 邓凯, 王玉建长春:吉林大学出版社, 2010, 2010

1 (p1): 前言:细说王者归去来兮 8 (p2): 第一章用学生为“王”定格教育一、对当今教育的一些反思 9 (p3): (一)学生无壮志,教育变狭隘 12 (p4): (二)学生的潜能依旧没有引起重视 15 (p5): (三)学生的个性精神并未张扬 21 (p6): (四)学生的内在需要无人关注 24 (p7): 二、学生为“王”之教育的内涵界定 25 (p8): (一)培养家庭成员、社会公民的生产和生活能力 27 (p9): (二)打造卓越的教育,让学校富有和平、正义和自由的内涵 32 (p10): 三、学生为“王”之教育是时代的需求 32 (p11): (一)学生为“王”是教育快速发展的需要 35 (p12): (二)学生为“王”是国家不断强盛的需要 38 (p13): (三)学生为“王”是个人卓越发展的基础 45 (p14): 第二章教师:孕育王者灵魂的雕塑师一、学生为“王”的教育观根植于教师心中 46 (p15): (一)学生为“王”的教育观,源于教师的准备 49 (p16): (二)教师的责任 53 (p17): 二、学生为“王”之教师的素质 53 (p18): (一)国际视野 57 (p19): (二)终极追求 60 (p20): (三)人性解放 62 (p21): (四)仁者心胸 66 (p22): 三、学生为“王”之教师的定位 67 (p23): (一)首席教师 69 (p24): (二)思想者 73 (p25): (三)引领者 76 (p26): 四、学生为“王”之教师的成长 77 (p27): (一)培“王”之志 79 (p28): (二)育“王”之气 82 (p29): (三)育“王”之能 90 (p30): 第三章构建学生为“王”的课堂教学一、学生为“王”的课堂的课堂特性 90 (p31): (一)主动性和科学性 94 (p32): (二)主体性和趣味性 97 (p33): (三)丰富性和实效性 99 (p34): (四)平等而富有发展性 101 (p35): 二、构建学生为“王”的课堂 101 (p36): (一)学生为“王”的课堂关注 108 (p37): (二)学生为“王”的课堂的有效教学落实 113 (p38): 三、探寻“王”者课堂的根基 114 (p39): (一)课堂上要保护每位未来“王”者的尊严 118 (p40): (二)课堂上要促使待掘的金矿都闪光 122 (p41): (三)课堂教学要符合孩子可爱的特点 126 (p42): 四、谱写“王”者课堂三步曲:新颖、充盈、高效 127 (p43): (一)课前准备:成就独特的个性课程 133 (p44): (二)课中教学:富有神秘的智慧探险 140 (p45): (三)课后辅导:让每一次教育都成为惊喜回忆 146 (p46): 第四章构建伟大的学校教育一、管理者视野 147 (p47): (一)管理者视野的局限 151 (p48): (二)打造学生为“王”的校长视野 159 (p49): (三)校园文化建设和传承 163 (p50): 二、学生组织与团队建设 164 (p51): (一)学校学生组织与团队工作紧扣服务主题 164 (p52): (二)学校学生组织与团队工作需要注意的问题 165 (p53): (三)学校学生组织与团队工作应当突出的重点 167 (p54): 附:武汉枫叶国际学校的一份学生组织方案 171 (p55): 三、有效实现学校教育 171 (p56): (一)实现有效的学校教育的教育基础目标 178 (p57): (二)丰富完善学校教育,让梦起飞 188 (p58): 第五章携手:集三方合力共创王之沃土一、家庭教育是王者启航的支撑 189 (p59): (一)亲情是王者最强大的力量 194 (p60): (二)习惯是王者最伟大的技能 196 (p61): (三)性格是王者最珍贵的财富 199 (p62): (四)独立是王者最幸福的生存之基 203 (p63): 二、社会教育是王者锻造的熔炉 203 (p64): (一)营造积极向上的社会氛围 207 (p65): (二)为王者走进社会创造条件...

中文 [zh] · PDF · 10.1MB · 2010 · 📗 未知类型的图书 · 🚀/duxiu/zlibzh · Save

ia/lapersonnalisati0000conn.pdf

La personnalisation des apprentissages : agir face à l'hétérogénéité, à l'école et au collège Sylvain Connac; préf. de Richard Etienne ESF éditeur, Pédagogies. Outils, Collection Pédagogies. Outils, Issy-les-Moulineaux, France, 2012

Il n'est, bien sûr, d'apprentissage que « personnalisé » : un élève apprend avec ce qu'il sait et ce qu'il est , il l'apprend de manière singulière, en utilisant sa « méthode à lui » , il apprend parce qu'il s'engage lui-même dans une activité qui lui permet de progresser? Et c'est précisément pour cela que nous ne pouvons pas laisser fonctionner la personnalisation des apprentissages de manière complètement aléatoire. C'est à l'enseignant de mettre en place des situations et de proposer des outils pour que chacun et chacune puissent travailler et progresser de manière personnalisée et exigeante à la fois. Mais les enseignants le savent bien : cette « évidence pédagogique » ? exigence absolue dans une classe hétérogène ? n'est pas facile à mettre en oeuvre. Comment identifier ce qui convient à chacun sans, pour autant, l'assigner à la reproduction de ce qu'il sait déjà faire ? Comment « personnaliser » sans systématiquement « individualiser » et prendre le risque de faire éclater la classe ? Comment articuler le travail personnel, le travail en petits groupes et le cours collectif dans une pédagogie authentiquement coopérative ? Comment préparer en amont et gérer au quotidien une classe pour y « personnaliser » la pédagogie ? Voilà quelques questions, parmi bien d'autres, auxquelles Sylvain Connac répond dans cet ouvrage. Il le fait avec l'expérience d'un praticien et l'expertise d'un chercheur. Il le fait en proposant aussi bien des repères théoriques que des exemples concrets. Il le fait ? et c'est une des grandes originalités du livre ? en mettant le lecteur en « situation personnalisée de formation pédagogique ». Chaque enseignant trouvera donc ici les moyens d'avancer, avec ses collègues, vers des pratiques pédagogiques plus justes et efficaces. Avec les propositions de Sylvain Connac, l'hétérogénéité de la classe n'est plus un problème insoluble, c'est une

法语 [fr] · PDF · 14.1MB · 2012 · 📗 未知类型的图书 · 🚀/ia · Save

ia/teachingfork12ma0000unse.pdf

Teaching for K-12 mathematical understanding using the conceptual change model Joseph I. Stepans [and others] St. Cloud, MN : Saiwood Publications, 2005., St. Cloud, MN, Minnesota, 2005

292 pages : 28 cm Includes bibliographical references

英语 [en] · PDF · 18.2MB · 2005 · 📗 未知类型的图书 · 🚀/ia · Save

ia/teachinggamesfor0000unse.pdf

Teaching Games for Understanding : theory, research, and practice Griffin, Linda L., Butler, Joy I. Human Kinetics Publishers, First, First Edition, PS, 2004

Through Teaching Games for Understanding: Theory, Research, and Practice, you can - gain a comprehensive perspective of the teaching games for understanding (TGfU) model, seeing it in context of its influences and evolution; - tap into the latest research and findings in the model, learning from worldwide experts in each of the topics covered; - consider how students learn best, what should be taught, and why it should be taught using the TGfU model; and - learn how to apply the TGfU approach at all educational levels. Teaching games for understanding (TGfU) is a dynamic approach to sport education that has gained worldwide popularity over the past 25 years. Now, through Teaching Games for Understanding: Theory, Research, and Practice, readers can discover the latest refinements and up-to-date research from the world's highest-regarded experts on the topic. This book presents a comprehensive look at the TGfU model and provides multiple perspectives from 17 contributors in 6 countries. As such, it is a valuable resource for preservice and in-service teachers, teacher educators, and coaches around the world. It details the history, theory, research, and practice of the approach (also known as the tactical games model and the games sense model) and enables readers to better understand and apply TGfU. Teaching Games for Understanding includes the following features: - Opening scenarios or quotes to make the material relevant and draw the reader in - Discussion questions for each chapter to facilitate understanding and provide teachers with a ready-made starting point for review of the material - Chapter-ending summaries that present an overview of the material to help students test their understanding and recall the contents Never before has a book presented such an all-encompassing analysis of the TGfU model. Every angle is covered. The book explores why and how to involve students in the construction of games, how to use the model in curriculums at the elementary and secondary levels and in teacher education programs, and how assessment factors in. It examines how to integrate the model with sport education, covers the social interactions and decision-making processes involved in the model, and details the implications of model-based instruction for research on teaching. It also presents real-life stories of teachers successfully implementing this approach. Finally, it takes a look at the future direction for TGfU, considering its continuing evolution. Highly readable and widely applicable, Teaching Games for Understanding: Theory, Research, and Practice is a vital text in the field of sport education, affording readers a solid foundation for understanding and using TGfU.

英语 [en] · PDF · 14.5MB · 2004 · 📗 未知类型的图书 · 🚀/ia · Save

ia/teachersguidetol0000hale.pdf

The Teacher′s Guide to Leading Student-Centered Discussions : Talking About Texts in the Classroom Michael S. Hale; Elizabeth A. City Thousand Oaks, Calif.: Corwin Press, Sage Publications Inc., Thousand Oaks, California, 2006

Facilitate dynamic classroom discussions that motivate students and deepen their understanding! There are two reasons why this book is so important now. The first is the vitality of the subject: true classroom dialogue may be our only hope for helping students become thoughtful citizens. The second is that the authors practice what they preach. They assume from the first page that teachers are thoughtful professionals capable of making the subtle decisions discussed. The result is a book that should lie open on the desk of any teacher who is truly interested in teaching students to think. -Terry Roberts, Director National Paideia Center I loved the case stories of classroom discussions that illustrated the authors' points. -Kimberly C. Smith, Advanced Math Teacher/Math Department Chair Welborn Middle School, High Point, NC Practical and beneficial to teaching and learning in today's world. -Sylvia Jackson, Principal Adolfo Camarillo High School, CA Engage and enlighten students by skillfully guiding them through thought-provoking classroom discussions using these straightforward strategies. Aligned with the principles of Paideia and Socratic seminars, and packed with real-life examples, this teacher-friendly resource highlights the fundamentals of planning for text-based discourse, the four key factors that shape the teacher's decision-making during discussions, and tips for problem-solving and fine-tuning facilitation skills.

英语 [en] · PDF · 8.2MB · 2006 · 📗 未知类型的图书 · 🚀/ia · Save

ia/readdiscusslearn0000fish.pdf

Read, Discuss, and Learn: Using Literacy Groups to Student Advantage: Using Literacy Groups to Student Advantage Lisa Anne Fisher Rowman & Littlefield Education Rowman & Littlefield Publishers, Incorporated [distributor, Rowman & Littlefield Publishing, Lanham, Md, 2010

xxii, 131 p. : 24 cm Includes bibliographical references (p. 125-130) "Students" voices create model literacy groups -- Understanding literacy groups -- Designing literacy groups -- Student and teacher accountability -- Differentiated assessment -- Getting the last word in

英语 [en] · PDF · 6.0MB · 2010 · 📗 未知类型的图书 · 🚀/ia · Save

ia/unscriptedclassr0000stac.pdf

The Unscripted Classroom: Emergent Curriculum in Action (NONE) Susan Stacey St. Paul, MN: Redleaf Press, Lightning Source Inc. (Tier 3), New York, 2011

Inspires early childhood educators to use innovative practices through stories from real teachers who use emergent curriculum in their classrooms.

英语 [en] · PDF · 9.7MB · 2011 · 📗 未知类型的图书 · 🚀/ia · Save

lgli/G:\!genesis\1\14.139.43.151\Structure and Improvisation in Creative Teaching Paperback - R. Keith Sawyer_924.pdf

Structure and Improvisation in Creative Teaching Paperback [edited by] R. Keith Sawyer Cambridge University Press (Virtual Publishing), Cambridge, New York, England, 2011

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. [C:\Users\Microsoft\Documents\Calibre Library]

英语 [en] · PDF · 3.2MB · 2011 · 📘 非小说类图书 · 🚀/lgli/lgrs/nexusstc/zlib · Save

ia/promisefailureof0000norr.pdf

The Promise and Failure of Progressive Education Norris, Norman Dale, 1958- Scarecrow Press/Rowman & Littlefield Pub., Lanham, Maryland, Maryland, 2004

The Progressive Ideology And Methods Are Clearly The Prominent Choice In Our Schools Today. They Are Often Linked To The Name Of John Dewey. Over The Years Many Educational Leaders Have Misunderstood And Therefore Grossly Exaggerated Dewey's Ideas Into Nothing He Would Have Intended. In Generic, Layman's Terms, Norman Dale Norris Discusses How The Progressive Movement Came About And How The Ideas Are Practiced Today, Some Of Which Are Less Than Desirable. Norris Is Sympathetic And Supportive Of The Progressive Ideology And Offers Suggestions For Success. --publisher Description. What Is Progressive Education? -- Origins Of Progressive Education -- Progressive Education In Action : What Really Happens -- Broken Promises : Why Progressive Education Has Failed To Deliver -- Making Progressive Education Work : Perspectives, Conclusions, And Recommendations. Norman Dale Norris. Includes Bibliographical References (p. 133-145) And Index.

英语 [en] · PDF · 7.1MB · 2004 · 📗 未知类型的图书 · 🚀/ia · Save

upload/newsarch_ebooks/2017/05/14/1416617086.pdf

The 5-Minute Teacher : How Do I Maximize Time for Learning in My Classroom? (ASCD Arias) Mark Barnes Association for Supervision & Curriculum Development (ASCD), Association for Supervision & Curriculum Development, Alexandria, Virginia, 2013

Even in an education system driven by the Common Core State Standards and high-stakes testing, teachers must adapt their methods to the styles of the modern learner. This means creating a student-centered classroom, driven by brief, interactive instruction from highly skilled teachers who know when the time is right to get out of the way. The five-minute teacher is one who delivers quick, thought-provoking lessons that send students clamoring to find meaning on their own, with the help of peers, and using the concepts and tools the teacher has provided in just a few minutes to create a wondrous, student-centered classroom. Barnes shares real anecdotes and practical strategies for transforming any learning environment into a remarkable, student-centered classroom, facilitated by a five-minute teacher.

英语 [en] · PDF · 1.4MB · 2013 · 📘 非小说类图书 · 🚀/lgli/lgrs/nexusstc/upload/zlib · Save

ia/doomedtofailbuil0000zoch.pdf

Doomed to fail : the built-in defects of American education Zoch, Paul A. (Paul Allen), 1962- Ivan R. Dee, Publisher, First edition., 1, PS, 2004

In Doomed To Fail, Paul A. Zoch Argues That What America Most Needs To Improve Its Schools Is Not Necessarily Better Teachers But A Wholesale Shift In The Way It Thinks About Who Or What Creates Academic Success. If We Continue To Look To Teachers To Produce Our Students' Achievement, He Maintains, We Can Continue To Expect Low Student Performance. It Is The Student From Whom We Must Demand More. Tracing The Development Of Educational Ideas In The United States From The Time Of William James To The Sophisticated Educational Thinkers Of The Present Day, Mr. Zoch Shows How Schools Have Adopted An Obsessive Focus On Teachers And Their Teaching Methods, Meanwhile Neglecting The Disciplined Effort And Hard Work That Students Must Expend In Order To Achieve. Picking Up On This Prevailing View Of Society, Most Students Now See Their Success As A Product Of What Their Teachers Do In Class. So They Devote Little Effort To Their Studies And, Predictably Enough, Learn Little. Their Dedication To Schoolwork, As Mr. Zoch Demonstrates, Falls Far Short Of That Routinely Displayed By Students In Other, Less Prosperous Countries.--jacket. William James And Pre-progressive Educational Thinking -- The Progressive Paradigm, Part One : Behaviorism And The Individualized Stimulus -- The Progressive Paradigm, Part Two : The Quest For Social And Individual Integration -- The Progressive Paradigm, Part Three : The Cult Of The Child -- The Revolving Revolution : Education After Behaviorism -- Pedagogue-centric Education : The Omnipotent/incompetent Teacher, The Irrelevant Student, And The Textbook Garbage -- Where Education Succeeds : The Absence Of The Progressive Paradigm In Japan -- What Is To Be Done? Paul A. Zoch. Includes Bibliographical References (p. 203-229) And Index.

英语 [en] · PDF · 10.5MB · 2004 · 📗 未知类型的图书 · 🚀/ia · Save

ia/traininginageoft00slom.pdf

Training in the age of the learner Sloman, Martyn; Chartered Institute of Personnel and Development London : Chartered Institue of Personnel and Development, London, England, 2003

Powerful competitive drivers demand a different approach to the development of employees. Emphasis must be shifted from training as a series of top-down interventions to a focus on individual and team learning as an on-going activity. The individual learner will be encouraged to take more responsibility for their learning and E-learning may emerge as the enabling mechanism that allows necessary change to happen. This book sets out a new paradigm for human resource development for the 21st century. It offers both a theoretical framework and practical guidelines derived from innovative research and experience

英语 [en] · PDF · 7.2MB · 2003 · 📗 未知类型的图书 · 🚀/duxiu/ia · Save

ia/isbn_9780415576208.pdf

Creative Teaching/creative Schools Bundle: Creative Approaches To Improving Participation: Giving Learners A Say (volume 1) [edited by] Helen Manchester New York: Routledge, Taylor & Francis (Unlimited), New York, 2012

Introducing creativity to the classroom is a concern for teachers, governments and future employers around the world, and there has been a drive to make experiences at school more exciting, relevant, challenging and dynamic for all young people, ensuring they leave education able to contribute to the global creative economy.Creative Approaches to Improving Participation examines ways in which young people have been given a creative voice in the classroom, and have actively participated in their own learning, transforming classrooms, curricula, assessment structures and teaching practices. Promoting reflection on current ‘student-teacher-school'relationships, the contributions within this book illustrate how the active engagement of students can lead to greater motivation, self-reliance and risk-taking, skills essential for a successful post-school career. Through an exploration of students'current inclusion in school life, this book provides: a study of key issues and debates surrounding student participation ideas for increasing student participation and ‘personalised learning'case studies from a range of creative learning projects with analysis of their achievements guidance on the creation of active pedagogies practical suggestions for reflective practice. A practical, accessible guide to creatively increasing students'participation, this book is valuable reading for all practising and trainee teachers, school managers and school leaders working with young people in education.

英语 [en] · PDF · 8.6MB · 2012 · 📗 未知类型的图书 · 🚀/ia · Save

ia/progressiveeduca0000haye.pdf

The progressive education movement : is it still a factor in today's schools? Hayes, William, 1938- Rowman & Littlefield Education. 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214-0191. Tel: 800-462-6420; Fax: 800-338-4550; e-mail: custserv@rowman.com; Web site: http://www.rowmaneducation.com, Lanham, 2006 [i.e. 2007

For more than one hundred years, the United States has been the scene of academic warfare between traditional and progressive educators. During most of our nation's history, many Americans have assumed that the primary purpose of school is to pass on to children the information and skills necessary to survive in our society. This traditional view accepts the fact that a teacher's task is to inform children as to what they should know. Officials at the state and local level determine the content of students' education, and it is the teacher's job to ensure that the content is taught. Even before the beginning of the twentieth century, John Dewey and others introduced a different model. They believed that students learn best 'by doing' not by being passive listeners. For progressive educators, the teacher's role was to be a facilitator of learning in classrooms where students' interest helped to provide appropriate developmental learning experience. This new approach to education has greatly affected our schools during the past century. More recently, we have seen the emergence in American education of four initiatives that have threatened the continued influence of progressive education. They include the 'back to basics movement,' mandated state curriculum standards, high-stakes testing, and school accountability. Despite these trends, there appears to be several factors that might lead one to conclude that progressive education is remaining a viable approach in the United States. This book considers these factors as well as past, present, and possible future of the progressive education movement.

英语 [en] · PDF · 10.5MB · 2006 · 📗 未知类型的图书 · 🚀/ia · Save

ia/whoownslearningp0000nove.pdf

Who Owns the Learning?: Preparing Students for Success in the Digital Age (Incorporate Technology and Opportunities Into Instruction) (Essentials for Principals) Alan C. November Bloomington, IN: Solution Tree Press, Lightning Source Inc. (Tier 1), [N.p.], 2012

Learn how to harness students' natural curiosity to develop them into self-directed learners. Discover how technology allows students to take ownership of their learning, create and share learning tools, and participate in work that is meaningful to them and others. Real-life examples illustrate how every student can become a teacher and a global publisher. The embedded QR codes link to supporting websites. Chapter 1: Welcome to the Digital Learning Farm Chapter 2: The Student as Tutorial Designer Chapter 3: The Student as Scribe Chapter 4: The Student as Researcher Chapter 5: The Student as Global Communicator and Collaborator Chapter 6: Joining Forces in Purposeful The Legacy of Student Contribution

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lgli/Randall Everett Allsup - 9780253021533_WEB.pdf (2016, ).epub

Remixing the Classroom: Toward an Open Philosophy of Music Education (Counterpoints: Music and Education) Randall Everett Allsup; hoopla digital Indiana University Press : Made available through hoopla, Counterpoints : music and education, Counterpoints (Bloomington, Ind.), Indiana, 2016

In a delightfully self-conscious philosophical "mash-up," Randall Everett Allsup provides alternatives for the traditional master-apprentice teaching model that has characterized music education. By providing examples across the arts and humanities, Allsup promotes a vision of education that is open, changing, and adventurous at heart. He contends that the imperative of growth at the core of all teaching and learning relationships is made richer, though less certain, when it is fused with a student's self-initiated quest. In this way, the formal study of music turns from an education in teacher-directed craft and moves into much larger and more complicated fields of exploration. Through vivid stories and evocative prose, Randall Everett Allsup advocates for an open, quest-driven teaching model that has repercussions for music education and the humanities more generally.

英语 [en] · 西班牙语 [es] · EPUB · 0.4MB · 2016 · 📘 非小说类图书 · 🚀/lgli/zlib · Save

ia/readingworldofwo0000gall.pdf

Reading the World of Work: A Learner-Centered Approach to Workplace Literacy and ESL (Professional Practices in Adult Education and Lifelong Learning Series) ... Education and Lifelong Learning Series) Melina L. Gallo Krieger Pub.; Krieger Publishing Company, The professional practices in adult education and lifelong learning series, Original ed., Malabar, Fla, Florida, 2004

The author describes the way in which workplace literacy programs can use a creative learner-centered approach to facilitate language learning through problem posing and critical thinking. By using learners' own experiences as the basis for the curriculum un a critical approach to literacy, educators can provide a common ground for adults of differing language backgrounds and learning styles to better use their literacy skills in a workplace culture. Additionally, the book details the ways in which educators can help workers learn to negotiate the environment of the workplace and to use their communicative skills outside of work

英语 [en] · PDF · 8.1MB · 2004 · 📗 未知类型的图书 · 🚀/ia · Save

ia/visiblelearningi0000hatt.pdf

Visible Learning Into Action : International Case Studies of Impact John Hattie; Deb Masters; Kate Birch, (Consultant) Routledge is an imprint of the Taylor & Francis Group, an Informa business, Taylor & Francis (Unlimited), Oxford, 2015

Recently at the Visible Learning Conference, Professor John Hattie stood up in his opening address and said,'I'm looking at you all and thinking ‘What if I got this wrong?''I feel the same way when educators ask to visit and I always end up in the same place – that Keilor Views is a living, breathing example that he didn't. -- Charles Branciforte, Principal of Keilor Views Primary School, Melbourne, AustraliaVisible Learning into Action takes the next step in the evolving Visible Learning story. It translates one of the biggest and most critically acclaimed education research projects ever undertaken into case studies of actual success stories, implementing John Hattie's ideas in the classrooms of schools all around the world. The evidenced case studies presented in this book describe the Visible Learning journeys of fifteen schools from Australia, USA, Hong Kong, UK, Sweden, New Zealand and Norway and are representative of the VL international community of schools in their quest to ensure all of their students exceed their potential for academic success. Each school's story will inform and inspire, bringing to life the discussions, actions and reflections from leaders, teachers, students and families. This book features extensive, interactive appendices containing study guide questions to encourage critical thinking, annotated endnotes with recommendations for further reading and links to YouTube and relevant websites. Drawing on the latest research into the major principles and strategies of learning, this essential resource is structured into five parts: Know thy impact; Effective feedback; Visible learners; Inspired and passionate teachers; The Visible Learning School. Visible Learning into Action is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools.

英语 [en] · PDF · 19.1MB · 2015 · 📗 未知类型的图书 · 🚀/ia · Save

ia/teachingnursingd0000unse.pdf

Teaching nursing : developing a student-centered learning environment [edited by] Lynne E. Young, Barbara L. Paterson Philadelphia: Lippincott Williams & Wilkins, Philadelphia, PA, Pennsylvania, 2006

This text offers nurse educators a comprehensive conceptual and practical introduction to student-centered pedagogies and their classroom and clinical applications. The book examines the complexities of teaching and learning nursing, explains the theoretical foundations of student-centered learning, describes various methods and models for student-centered learning in nursing, and explores the issues and challenges of constructing nursing curricula and implementing student-centered pedagogies. Practical examples of learning activities are presented throughout the book in chapter boxes. <h3>Doody Review Services</h3> Reviewer:Mary Allen Carey, PhD(University of Oklahoma College of Nursing) Description:This is a guide for nurse educators to creating a productive learning environment for students. Purpose:It offers nurse educators a comprehensive and practical introduction to student-centered teaching methods and their classroom and clinical applications. Audience:The audience is nurse educators. Features:The authors examine the complexities of teaching and learning nursing, explain the theoretical foundations of student-centered learning, describe models for student-centered learning in nursing, and explore the issues involved in constructing nursing curricula and implementing student-centered teaching strategies. Assessment:This is a good quality book written and reviewed by an impressive list of educators. The practical examples of learning activities presented throughout the book in highlighted boxes are an especially valuable feature.

英语 [en] · PDF · 46.2MB · 2006 · 📗 未知类型的图书 · 🚀/ia · Save

ia/mindsmotionactiv0000stoc.pdf

Minds and motion : active learning for the creative classroom Cally Stockton Westerville, Ohio: National Middle School Association, Westerville, Ohio, Ohio, 2011

xii, 67 p. : 28 cm

英语 [en] · PDF · 5.1MB · 2011 · 📗 未知类型的图书 · 🚀/ia · Save

ia/teachingnursingd0000unse_w5e1.pdf

Teaching nursing : developing a student-centered learning environment [edited by] Lynne E. Young, Barbara L. Paterson Philadelphia: Lippincott Williams & Wilkins, Philadelphia, PA, Pennsylvania, 2006

This text offers nurse educators a comprehensive conceptual and practical introduction to student-centered pedagogies and their classroom and clinical applications. The book examines the complexities of teaching and learning nursing, explains the theoretical foundations of student-centered learning, describes various methods and models for student-centered learning in nursing, and explores the issues and challenges of constructing nursing curricula and implementing student-centered pedagogies. Practical examples of learning activities are presented throughout the book in chapter boxes. <h3>Doody Review Services</h3> Reviewer:Mary Allen Carey, PhD(University of Oklahoma College of Nursing) Description:This is a guide for nurse educators to creating a productive learning environment for students. Purpose:It offers nurse educators a comprehensive and practical introduction to student-centered teaching methods and their classroom and clinical applications. Audience:The audience is nurse educators. Features:The authors examine the complexities of teaching and learning nursing, explain the theoretical foundations of student-centered learning, describe models for student-centered learning in nursing, and explore the issues involved in constructing nursing curricula and implementing student-centered teaching strategies. Assessment:This is a good quality book written and reviewed by an impressive list of educators. The practical examples of learning activities presented throughout the book in highlighted boxes are an especially valuable feature.

英语 [en] · PDF · 42.2MB · 2006 · 📗 未知类型的图书 · 🚀/ia · Save

upload/motw_shc_2025_10/shc/Hip-Hop Within and Without the - Karen Snell.pdf

Hip-hop within and without the academy Snell, Karen; Söderman, Johan Lexington Books/Fortress Academic, Rowman & Littlefield Publishing, Lanham, 2014

Hip-Hop Within and Without the Academy explores why hip-hop has become such a meaningful musical genre for so many musicians, artists, and fans around the world. Through multiple interviews with hip-hop emcees, DJs, and turntablists, the authors explore how these artists learn and what this music means in their everyday lives. This research reveals how hip-hop is used by many marginalized peoples around the world to help express their ideas and opinions, and even to teach the younger generation about their culture and tradition. In addition, this book dives into how hip-hop is currently being studied in higher education and academia. In the process, the authors reveal the difficulties inherent in bringing this kind of music into institutional contexts and acknowledge the conflicts that are present between hip-hop artists and academics who study the culture. Building on the notion of bringing hip-hop into educational settings, the book discusses how hip-hop is currently being used in public school settings, and how educators can include and embrace hip-hop's educational potential more fully while maintaining hip-hop's authenticity and appealing to young people. Ultimately, this book reveals how hip-hop's universal appeal can be harnessed to help make general and music education more meaningful for contemporary youth [Publisher description]

英语 [en] · PDF · 1.8MB · 2014 · 📘 非小说类图书 · 🚀/duxiu/lgli/lgrs/nexusstc/upload/zlib · Save

ia/bigpictureeducat0000litt.pdf

The Big Picture : Education Is Everyone's Business Dennis Littky; Samantha Grabelle Association for Supervision and Curriculum Development (ASCD), 1703 North Beauregard Street, Alexandria, VA 22311. Tel: 800-933-2723 (Toll Free); e-mail: books@ascd.org, Association for Supervision & Curriculum Development, Alexandria, VA, 2004

What is the purpose of education? What kind of people do we want our children to grow up to be? How can we design schools so that students will acquire the skills they'll need to live fulfilled and productive lives? These are just a few of the questions that renowned educator Dennis Littky explores in The Big Picture: Education Is Everyone's Business. The schools Littky has created and led over the past 35 years are models for reformers everywhere: small, public schools where the curriculum is rich and meaningful, expectations are high, progress is measured against real-world standards, and families and communities are actively engaged in the educational process. Here, you'll find a moving account of just what is possible in education, with many of the examples drawn from the Metropolitan Regional Career and Technical Center ("The Met") in Providence, Rhode Island - a diverse public high school with the highest rates of attendance and college acceptance in the state. The Met exemplifies personalized learning, one student at a time. The Big Picture is a book to reenergize educators, inspire teachers in training, and start a new conversation about kids and schools, what we want for both, and how to make it happen.

英语 [en] · PDF · 12.1MB · 2004 · 📗 未知类型的图书 · 🚀/ia · Save

upload/motw_shc_2025_10/shc/Hip-Hop Within and Without the Academy - Karen Snell.pdf

Hip-Hop Within and Without the Academy Karen Snell and Johan Söderman Lexington Books/Fortress Academic, Rowman & Littlefield Publishing, Lanham, 2014

Hip-Hop Within and Without the Academy explores why hip-hop has become such a meaningful musical genre for so many musicians, artists, and fans around the world. Through multiple interviews with hip-hop emcees, DJs, and turntablists, the authors explore how these artists learn and what this music means in their everyday lives. This research reveals how hip-hop is used by many marginalized peoples around the world to help express their ideas and opinions, and even to teach the younger generation about their culture and tradition. In addition, this book dives into how hip-hop is currently being studied in higher education and academia. In the process, the authors reveal the difficulties inherent in bringing this kind of music into institutional contexts and acknowledge the conflicts that are present between hip-hop artists and academics who study the culture. Building on the notion of bringing hip-hop into educational settings, the book discusses how hip-hop is currently being used in public school settings, and how educators can include and embrace hip-hop's educational potential more fully while maintaining hip-hop's authenticity and appealing to young people. Ultimately, this book reveals how hip-hop's universal appeal can be harnessed to help make general and music education more meaningful for contemporary youth [Publisher description]

英语 [en] · PDF · 1.8MB · 2014 · 📘 非小说类图书 · 🚀/duxiu/lgli/upload/zlib · Save

ia/musicofteachingl0000skal.pdf

The music of teaching : learning to trust students' natural development Barbara Kreader Skalinder Hal Leonard Books, an imprint of Hal Leonard Corporation, Milwaukee, WI, 2016

The Music of Teaching focuses on an ephemeral attribute all teachers need but few perception. This includes the ability to trust both students' natural development and the learning process itself to guide developing pianists down music's path. Using stories from her 46-year teaching career plus research from the fields of education and psychology, Barbara Kreader Skalinder explores the ways teaching has evolved from the authoritative style of the 1950s to the collaborative design better suited to the students in today's digital world. The author also examines the ways independent teachers, free from the outside constraints often imposed on public school educators, can point the way toward educational methods that keep students' individual learning styles and natural rate of progress as a primary focus and guide them toward independent learning and success. Throughout the book, the reader senses the teacher's willingness to listen, respect, adapt, and learn yes, learn from every student...This book is more than a collection of pedagogy it is a philosophy of teaching and an examination of our perception of our role as teachers. Clavier Companion

英语 [en] · PDF · 8.1MB · 2016 · 📗 未知类型的图书 · 🚀/ia · Save

ia/casebasedlearnin0000unse.pdf

Case-Based Learning in Higher Education John Branch, Paul Bartholomew, Claus Nygaard Faringdon: Libri Publishing, The learning in higher education series, Faringdon, Oxfordshire, 2014

Case-based learning has become a common instructional method across higher education and is likely to be encountered in all disciplines. Its essence is a focus on real situations which require diagnosis and treatment. In Case-based Learning in Higher Education it is explored by the Editors and contributors within the three separate but interrelated themes of concepts, theories and outcomes. The advantages of using cases are that they tend to resonate with students because of their realism and authenticity, and their experiential nature provides specific examples of theory in context. They also require students to practise their analytical, logical, and other high-order thinking skills, and provide opportunities for work in teams. The downside is that cases are not personal, so students have no stake in the 'company' or 'organisation' and cannot truly empathise with the protagonists. But overall, the strength and value of the case method is clear, as is demonstrated by these eleven detailed descriptions of its use in a variety of different contexts internationally. Each of the cases described here contains key lessons about the value of case-based learning and the benefits it delivers. There are also ideas about design approaches which can increase the effectiveness of cases. One of the key conclusions is that, since case-based learning requires students to negotiate, argue, and reflect on their knowledge, they develop more responsibility and independence, thereby improving their personal and interpersonal skills. This process can have a demonstrable impact on student self-esteem and self-confidence, both of which increase a student's employability in the professional world which faces today's and tomorrow's graduates from higher education.

英语 [en] · PDF · 13.4MB · 2014 · 📗 未知类型的图书 · 🚀/ia · Save

ia/usingstudentcent0000lewi.pdf

Using Student-Centered Methods with Teacher-Centered Students (The Pippin Teacher's Library) (The Pippin Teacher's Library) Marilyn Lewis, Hayo Reinders Pippin Pub.; Pippin Publishing, Pippin teacher's library -- 44, 2nd ed., Don Mills, Ontario, Ontario, 2008

This book has a clear message for classroom student learning improves when teachers introduce their students to strategies for learning as well as teaching them specific language skills. In practice, however, many of the students themselves are more teacher-centered, finding it easier and preferable to depend on their teachers rather than to take on greater responsibility for their own learning, especially if their educational and cultural backgrounds have not prepared them for this new role. Using Student-Centered Methods with Teacher-Centered Students is packed with suggestions for bringing about a successful match between teachers' preferred ways of teaching and learners' preferred ways of learning, while gradually encouraging increased learner autonomy. The original edition of this book has been widely used by English language teachers worldwide. This new edition offers many fresh ideas, particularly in the area of technology in language learning and teaching.

英语 [en] · PDF · 6.5MB · 2008 · 📗 未知类型的图书 · 🚀/ia · Save

ia/designingteacher0000ormi.pdf

Designing Teacher-Student Partnership Classrooms (Solutions) (Professional Development for Teachers to Become Learning Partners) (Solutions for Digital Learner-centered Classrooms) Meghan J. Ormiston Solution Tree Press; Solution Tree, Lightning Source Inc. (Tier 1), Bloomington, Indiana, 2015

Shift classroom structures to enhance student success. By becoming learning partners with their students, teachers can help them develop enthusiasm for learning and employ deep learning goals. Discover how to cultivate a classroom environment in which students can apply what they've learned, teach it to their teacher and fellow students, and understand how their knowledge will be useful beyond the classroom.

英语 [en] · PDF · 4.3MB · 2015 · 📗 未知类型的图书 · 🚀/ia · Save

ia/learningin21stce0000curr.pdf

Learning In The 21st Century: How To Connect, Collaborate, And Create (perspectives In Gifted Homeschooling) (volume 4) by Ben Curran and Neil Wetherbee; edited by Sarah J. Wilson Ashland OR: GHF Press, Ashland OR, Oregon, 2013

The world has transformed on an epic scale, but education has barely budged. How can you incorporate all the creativity technology has to offer into your learning experiences, even if your technological abilities are limited? How can online tools help students, especially gifted and twice-exceptional students, connect with others from around the block or around the world to collaborate on projects?Ben Curran and Neil Wetherbee of Engaging Educators give you step-by-step instructions to get you started using technology in your learning experiences. Discover new online tools geared toward collaborating and creating. Try out projects specifically designed with these tools in mind. Create a positive and interesting online portfolio to share with college recruiters and potential employers.Regardless of educational choice, "Learning in the 21st How to Connect, Collaborate, and Create" will fill you with ideas and inspiration that will revolutionize how you approach learning.**As of July 1, 2013, Google has discontinued Google Reader. In the interest of keeping our readers up-to-date with the best options, Ben and Neil recommend Bloglines as a replacement service. Please go to to download instructions on how to transfer your Google Reader subscriptions to Bloglines.**

英语 [en] · PDF · 4.2MB · 2013 · 📗 未知类型的图书 · 🚀/ia · Save

ia/schoolforeachstu0000beau.pdf

A School for Each Student : High Expectations in a Climate of Personalization Nelson Beaudoin Routledge, Taylor & Francis (Unlimited), Larchmont, NY, 2008

With real stories from real schools, this book offers an alternative vision of school improvement. Instead of a one-size-fits-all approach, author Nelson Beaudoin presents practical strategies which put students first. The real-life examples in A School For Each Student place students at the center of the equation and treat them as individuals who are born to learn. Written as a resource for professional development, this book study tool provides a refreshing look at the possibilities of student and educators. Also featured are the 12 R's, which include being Reflective, Rigorous, Respectful, Responsive, Resilient, and more.

英语 [en] · PDF · 9.0MB · 2008 · 📗 未知类型的图书 · 🚀/ia · Save

ia/5minuteteacherho0000barn.pdf

The 5-Minute Teacher : How Do I Maximize Time for Learning in My Classroom? (ASCD Arias) Mark Barnes ASCD; Association for Supervision & Curriculum Development, Association for Supervision & Curriculum Development, Alexandria, Virginia, 2013

"Even in an education system driven by the Common Core State Standards and high-stakes testing, teachers must adapt their methods to the styles of the modern learner. This means creating a student-centered classroom, driven by brief, interactive instruction from highly skilled teachers who know when the time is right to get out of the way. The five-minute teacher is one who delivers quick, thought-provoking lessons that send students clamoring to find meaning on their own, with the help of peers, and using the concepts and tools the teacher has provided in just a few minutes to create a wondrous, student-centered classroom. Barnes shares real anecdotes and practical strategies for transforming any learning environment into a remarkable, student-centered classroom, facilitated by a five-minute teacher"--Provided by publisher

英语 [en] · PDF · 4.1MB · 2013 · 📗 未知类型的图书 · 🚀/ia · Save

ia/advancesinexempl0000unse.pdf

Advances in exemplary instruction edited by Kelly A. Flores, Kurt D. Kirstein, Craig E. Schieber and Steven G. Olswang CreateSpace Independent Publishing Platform, Proven practices in higher education, Proven practices in higher education, [Charleston, SC], South Carolina, 2015

xvii, 141 pages ; 23 cm Publisher information from Amazon website "This book is the fourth in the Proven practices in higher education series, dedicated to sharing a collection of practices from a group of faculty members at ... City University of Seattle (CityU)"--Preface Part I. Student-to-content engagement: Effective course design for student success / Kristin A. Jones -- Using video to connect learners in the online course / Ceradwen Bacon, Matt Lechner, and Al Ybarra -- Modus mashup and the "dungeon master": integration of medias and activities that simulate and stimulate in the e-classroom / Vincenzo A. Sainato -- Who am I online? cultivating students' digital identity practices / Tammy B. Salman -- Improving student engagement and participation through student-created assessment / Arron Grow -- Pedagogical strategies and training to avoid plagiarism / Stephanie J. Brommer -- Exemplary practices in student support / Pressley R. Rankin -- Part II. Student-to-student engagement: Theatre-in-the-round: the art of effectively teaching group counselling skills using role-play / Brian Guthrie -- Facebook groups and pages integration in the higher ed classroom / Danielle Babb -- Student accountability in online team projects / Gregory Price -- A Collaborative approach to corporate leadership training / Elizabeth Fountain and Kurt Kirstein -- Enhancing student learning outcomes through the integration of team projects into instruction / Jean Ann French and Marie Kavanagh -- Part Ill. Student-to-self engagement: Visualization techniques to cultivate data literacy / Lindy Ryan -- A Kaleidoscope of learning: improving student engagement through social innovation / Ryan Gunhold -- Ubiquitous knowledge is changing our pedagogy / Craig Schieber -- Developing reflective practice and trans-disciplinary knowledge in a cross-cultural learning environment using CAPSIM / Marie Kavanagh and Jean Ann French

英语 [en] · PDF · 7.5MB · 2015 · 📗 未知类型的图书 · 🚀/ia · Save

ia/explicitinstruct0000goek.pdf

Explicit instruction : a framework for meaningful direct teaching Jennifer L. Goeke Allyn & Bacon; Merrill, Upper Saddle River, N.J, New Jersey, 2009

Explicit Instruction: Strategies for Meaningful Direct Teaching provides pre-service and in-service teachers with much needed answers to questions such as, “What do we do for students who need more? How do I actually stand up and teach a lesson? What happens to students who aren’t "getting it?”Explicit Instruction is a challenge to the view of explicit instruction as an outdated, mechanistic instructional strategy and presents it as timely, proven, and accessible. The explicit instruction framework is flexible and holds wide applicability for teachers across grade levels (elementary, middle, and secondary), settings (whole group, small group, general education, special education), and content areas. It provides a contemporary middle ground for teachers who may avoid traditional direct instruction approaches, but who acknowledge that many students — particularly in today’s inclusive classrooms — need instruction that is explicit, meaningful, and effective. Although the theoretical underpinnings of explicit instruction are presented, the primary focus is on the “how” of becoming an effective instructor. Readers will be able to gain expertise a by mastering small chunks of the explicit instruction framework at a time – mirroring the process of teaching young students how to master new skills and strategies.HIGHLIGHTS OF THIS FIRST EDITION:<ul><li> Graphic organizers for each element of the explicit instruction model provide readers easy to reference, at-a-glance information for lesson planning and implementation (Chapters 5, 6, 7)<li> Examples of scripted explicit instruction lessons in each of the major content areas help readers visualize precisely what explicit instruction looks like in practice for different content areas and grade levels. (Chapter 8 & 9)<li> Review questions and practice activities for each element of the explicit instruction model help readers gain competence at each discrete element of the explicit instruction model. (Chapters 5, 6, 7 )</ul>

英语 [en] · PDF · 8.8MB · 2009 · 📗 未知类型的图书 · 🚀/ia · Save

ia/isbn_9780982559802.pdf

A class of leaders : a novel Sutton, Joseph, 1940- Berkeley, CA: Mad Dog Pub. Co., Berkeley, CA, California, 2010

英语 [en] · PDF · 9.6MB · 2010 · 📗 未知类型的图书 · 🚀/ia · Save

ia/studentstakingch0000sull.pdf

Students Taking Charge : Inside the Learner-Active, Technology-Infused Classroom Sulla, Nancy Routledge, Taylor & Francis (Unlimited), Larchmont, N.Y., 2011

xix, 187 p. : 26 cm Includes bibliographical references The big picture for your instructional design journey -- Start with a core problem for students to solve -- Designing a rubric to drive instruction -- Developing an implementation plan -- Teaching through differentiated instruction -- Engaging students in the learning process -- Facilitating learning -- Infusing technology into the learning environment -- Physical classroom design -- Designing transdisciplinary, thematic units -- Ten principles of the learner-active, technology-infused classroom

英语 [en] · PDF · 11.8MB · 2011 · 📗 未知类型的图书 · 🚀/ia · Save

ia/enhancingstudent0000unse_n7t5.pdf

Enhancing student-centred learning in business and management, hospitality, leisure, sport, tourism edited by John Buswell and Nina Becket Newbury [England]: Threshold Press, Newbury [England], England, 2009

xvi, 192 pages : 24 cm Outlining successful approaches to enhancing student-centred learning, the book develops the theme of employability and moves on to consider lifelong learning and the development of independent, autonomous and self-empowered learners. The contributing academics offer case studies on student-centred learning, PDP, innovative approaches to teaching, learning and assessment, and discuss the lessons they have learned through a practice or intervention which aimed to engage students and encourage them to take more responsibility for their learning. This book was commissioned by the Higher Education Academy Hospitality, Leisure, Sport and Tourism (HLST) and Business, Management, Accountancy and Finance (BMAF) Networks Includes bibliographical references and index 1. Transforming the student learning experience: a pedagogic model for everyday practice -- 2. The Writing Project: 'bridging the gap' into undergraduate study -- 3. Developing engagement in professional development planning in higher education -- 4. Enhancing enterprise, entrepreneurship and employability through PDP -- 5. Learning about me as well as the subject: meta-learning through the use of learning inventories -- 6. How SAPHE are your students? Student awareness of personal finance in higher education -- 7. Student engagement with feedback -- 8. 'Is that your final answer?' Encouraging student participation using a personal response system -- 9. Using eportfolio on two versions of an employability skills module -- 10. From paper to eportfolio: evolution of PDP support in a Psychology Department -- 11. PDP -- inspiring capability -- 12. Adherence and participation factors in personal development planning -- 13. Stepping Stones 2HE: fresh thinking for introducing PDP to freshers -- 14. Enhancing student learning: managing tensions in a large undergraduate module -- 15. Against the grain? Introducing experiential and enquiry-based learning to final-year students -- 16. Embedding PDP in an academic subject -- 17. To embed or not to embed? The embedding of PDP in the curriculum -- 18. Space to learn? Learning environments in higher education

英语 [en] · PDF · 9.7MB · 2009 · 📗 未知类型的图书 · 🚀/ia · Save

ia/isbn_9781929024827.pdf

Student book clubs : improving literature instruction in middle and high school Mark A. Faust, Jennifer Cockrill, Cheryl Hancock, Holly Isserstedt Christopher-Gordon Publishers, Incorporated, Norwood, Mass, Massachusetts, 2005

Practical, ready-to-use ideas for helping students set up interesting, effective book clubs that inspire them to read

英语 [en] · PDF · 12.7MB · 2005 · 📗 未知类型的图书 · 🚀/ia · Save

ia/unprojetpourrend0000beal.pdf

Rendre les élèves acteurs de leurs apprentissages (Divers matières générales) (French Edition) Yves Béal; Frédérique Maïaux Delagrave édition, Guide de poche de l'enseignant, Guide de poche de l'enseignant, Paris, France, 2008

Présentation de réflexions et de remarques autour de cette question pédagogique, avec des pistes et des outils. [source inconnue].

法语 [fr] · PDF · 5.7MB · 2008 · 📗 未知类型的图书 · 🚀/ia · Save

ia/transforminginfo0000kapl.pdf

Transforming Information Literacy Instruction Using Learner-centered Teaching (facet Publications (all Titles As Published)) Kaplowitz, Joan R. Neal-Schuman Publishers; Neal-Schuman Publishers, Inc., New York, New York State, 2012

Do you feel like it's long past time to totally transform information literacy instruction? If so, this indispensable new book has everything you need to help you incorporate learner-centered teaching (LCT) into information literacy instruction (ILI), combining important grounding in the discipline with usable instructions and tips. Collaboration, participation, and responsibility are emphasized. You get first-hand information on the transition to learner-centered teaching through Kaplowitzs own experience, as well as real-life examples from instructors in the field who support the learner-centered teaching model. Part One explains how learner-centered teaching works and why its so effective, offers tips and tricks to listen to, engage with, and inspire your learners, and provides essential background information and resources to paint a well-rounded picture of the learner-centered teaching model. Part Two helps you plan for LCT by covering different methods, like modeling, questioning, and collaborative group work. Youll also gain valuable advice on measuring outcomes, assessment, and selecting the best instructional activities based on those outcomes. Part Three brings everything together by applying LCT to practice, with tips on strengthening the face-to-face learning experience, creating the right environment, and discussing important drawbacks to consider in certain classrooms. An entire chapter is devoted to creating an online learner-centered experience that includes pros and cons, special challenges, designing the online environment to get to most out of LCT, and the key elements for online instruction. Perspectives from school, public, community college, university, and specialty libraries provide best practices from all areas of librarianship.

英语 [en] · PDF · 16.6MB · 2012 · 📗 未知类型的图书 · 🚀/ia · Save

ia/learningfromchil0000kapu.pdf

Learning From Children What to Teach Them Malavika Kapur Sage Publications Pvt. Ltd, Sage Publications India Pvt, Ltd -- eBooks, Los Angeles [Calif.], 2007

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 by relating the subjects of the syllabi. 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 providing quality education to children across the nation. It quantitatively evaluates the process of intervention that consists of 20 -25 hours of group work with the school children and qualitatively describes the outcome in terms of promotion of psycho-social development.

英语 [en] · PDF · 8.1MB · 2007 · 📗 未知类型的图书 · 🚀/ia · Save

ia/literacyprojects0000hick.pdf

Literacy Projects for Student-Centered Classrooms : Tips and Lessons to Engage Students Karrell Hickman Corwin Press; Corwin, Sage Publications Inc., Thousand Oaks, CA, 2007

'Real, rather than theoretical. The clear examples are inspiring, and the approach can be put to use immediately.'—Jon Potter, English and Drama TeacherCamden Hills Regional High School, Rockport, ME'This book provides many novel ideas for teachers to use, with practical applications.'—Jamie Jahnig, English TeacherCheyenne Central High School, WYPromote engaging and energizing learning experiences with a student-centered approach to literacy.Lessons come alive, students participate with keen interest, and productive learning experiences occur when teachers use authentic student-centered strategies in their reading and language arts classrooms and give students a real voice in their academic growth. In this unique resource, Karrell Hickman presents creative ways to make literacy instruction exciting and relevant, and outlines techniques for inspiring student motivation, exploration, and teamwork.In addition to four fully developed long-term research projects that encourage student-centered learning while meeting NCTE and IRA standards, this practical text also offers:Guidelines for using the student-centered approach with readings and assignments Strategies for guiding students in effective project development, rubric scoring, self-monitoring, and self-evaluationTime management strategies and resource lists for each projectStudent samples and Quick Tip sectionsEliminate the guesswork and let this user-friendly resource expertly guide you and your students on a rich journey of collaborative learning.

英语 [en] · PDF · 8.4MB · 2007 · 📗 未知类型的图书 · 🚀/ia · Save

ia/structureimprovi0000unse.pdf

Structure and Improvisation in Creative Teaching [edited by] R. Keith Sawyer Cambridge ; New York: Cambridge University Press, Cambridge University Press, Cambridge, 2011

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-- Machine Generated Contents Note: 1. What Makes Good Teachers Great? The Artful Balance Of Structure And Improvisation R. Keith Sawyer; Part I. The Teacher Paradox: 2. Professional Improvisation And Teacher Education: Opening The Conversation Stacy Dezutter; 3. Creativity, Pedagogic Partnerships, And The Improvisatory Space Of Teaching Pamela Burnard; 4. Improvising Within The System: Creating New Teacher Performances In Inner City Schools Carrie Lobman; 5. Teaching For Creativity With Disciplined Improvisation Ronald A. Beghetto And James C. Kaufman; Part Ii. The Learning Paradox: 6. Taking Advantage Of Structure To Improvise In Instruction: Examples From Elementary School Classrooms Frederick Erickson; 7. Breaking Through The Communicative Cocoon: Improvisation In Secondary School Foreign Language Classrooms Jürgen Kurtz; 8. Improvising With Adult English Language Learners Anthony Perone; 9. Productive Improvisation And Collective Creativity: Lessons From The Dance Studio Janice E. Fournier; Part Iii. The Curriculum Paradox: 10. How 'scripted' Materials Might Support Improvisational Teaching: Insights From The Implementation Of A Reading Comprehension Curriculum Annette Sassi; 11. Disciplined Improvisation To Extend Young Children's Scientific Thinking A. Susan Jurow And Laura Creighton; 12. Improvisational Understanding In The Mathematics Classroom Lyndon C. Martin And Jo Towers; 13. Conclusion: Presence And The Art Of Improvisational Teaching Lisa Barker And Hilda Borko. [edited By] R. Keith Sawyer. Includes Bibliographical References And Index.

英语 [en] · PDF · 18.9MB · 2011 · 📗 未知类型的图书 · 🚀/ia · Save

upload/bibliotik/0_Other/2/2012 Catlin Tucker - Blended Learning in Grades 4-12 - Leveraging the Power of Technology to Create Student-Centered Classrooms[1stED]_Rsvl.pdf

Blended Learning in Grades 4–12: Leveraging the Power of Technology to Create Student-Centered Classrooms (Corwin Teaching Essentials) Tucker, Catlin R. (Rice) Corwin, A SAGE Publications Company, Corwin Teaching Essentials, 1st, 2012

Use technology to focus on your students!In this step-by-step guide, teacher and education blogger Catlin Tucker outlines the process for integrating online discussion with face-to-face instruction in a way that empowers teachers to focus their energies where they’re most needed. With concrete strategies, ready-to-use resources, and sample rubrics grounded in the Common Core State Standards, this book shows teachers how to: Increase engagement and drive higher-order thinking Prepare students for high-stakes exams without sacrificing class time Assess online work Personalize learning and differentiate lessons Move toward flipped instruction to create a student-centered classroom

英语 [en] · PDF · 8.9MB · 2012 · 📘 非小说类图书 · 🚀/lgli/upload/zlib · Save

ia/becomingmiddlele0000vatt.pdf

Becoming a middle level teacher : student-focused teaching of early adolescents Vatterott, Cathy, 1951- McGraw-Hill Humanities/Social Sciences/Languages, Boston, Massachusetts, 2007

Becoming A Middle Level Teacher outlines an approach to student focused instruction that can provide greater academic success for the most students, and at the same time, assist early adolescents in navigating the difficult transition of puberty. The text revolves around four recurring themes: -A critical link exists between developmental needs and learning. -Relationships are key to motivation, which is key to learning. -Middle school students are entitled to be involved in decisions that affect their learning. -Implementing student focused instruction is both challenging and rewarding for teachers. With over 50 successful learning activities in language arts, social studies, science, math, art, music, and physical education from 20 practicing middle school teachers, the text is rich with examples of actual programs and practices from several outstanding middle schools.

英语 [en] · PDF · 30.9MB · 2007 · 📗 未知类型的图书 · 🚀/ia · Save

ia/literaturecircle0000moel.pdf

Literature Circles That Engage Middle and High School Students Marc Moeller; Victor Moeller Routledge, Taylor & Francis (Unlimited), Larchmont, N.Y., 2007

Engage your students with Literature Circles! This book will show you how to prepare your students to lead their own active, focused discussion in small groups. Give your students the tools to engage with books and with each other. You can even incorporate film versions of classic texts into discussion.

英语 [en] · PDF · 12.5MB · 2007 · 📗 未知类型的图书 · 🚀/ia · Save

ia/positivediscipli0000nels_t6h4.pdf

Positive Discipline Tools for Teachers : Effective Classroom Management for Social, Emotional, and Academic Success Jane Nelsen, Ed.D. and Kelly Gfroerer Ph.D New York: Harmony Books, Penguin Random House LLC, New York, 2017

MORE THAN 2 MILLION POSITIVE DISCIPLINE BOOKS SOLDThe Positive Discipline method has proved to be an invaluable resource for teachers who want to foster creative problem-solving within their students, giving them the behavioral skills they need to understand and process what they learn. In Positive Discipline Tools for Teachers, you will learn how to successfully incorporate respectful, solution-oriented approaches to ensure a cooperative and productive classroom. Using tools like'Connection Before Correction,''Four Problem-Solving Steps,'and'Focusing on Solutions,'teachers will be able to focus on student-centered learning, rather than wasting time trying to control their students'behavior. Each tool is specifically tailored for the modern classroom, with examples and positive solutions to each and every roadblock that stands in the way of cooperative learning. Complete with the most up-to-date research on classroom management and the effectiveness of the Positive Discipline method, this comprehensive guide also includes helpful teacher stories and testimonials from around the world. You will learn how to: - Model kind and firm leadership in the classroom- Keep your students involved and intrinsically motivated- Improve students'self-regulation-And more!

英语 [en] · PDF · 14.5MB · 2017 · 📗 未知类型的图书 · 🚀/ia · Save

lgli/D:\!genesis\library.nu\e1\_288803.e166a9702a530cb32b00052298489e3c.pdf

Learning from Children What to Teach Them Malavika Kapur Sage Publications Pvt. Ltd, Sage Publications India Pvt, Ltd -- eBooks, Los Angeles [Calif.], 2007

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 by relating the subjects of the syllabi. 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 providing quality education to children across the nation. It quantitatively evaluates the process of intervention that consists of 20 -25 hours of group work with the school children and qualitatively describes the outcome in terms of promotion of psycho-social development.

英语 [en] · PDF · 0.6MB · 2007 · 📘 非小说类图书 · 🚀/lgli/lgrs/nexusstc/zlib · Save

ia/understandinglea0000unse_w3v8.pdf

Understanding Learning-Centred Higher Education editors, Claus Nygaard & Clive Holtham [Copenhagen]: Copenhagen Business School Press ; Portland, OR: Distribution, North America, International Specialized Book Services, 1st ed., [Copenhagen], Portland, OR, Denmark, 2008

The Need For Learning-centred Higher Education / Claus Nygaard And Clive Holtham -- A Tertiary Curriculum For Future Professionals / Anna Reid And Peter Petocz -- Understanding -- The Purpose Of Learning / Gordon Wells And Tamara Ball -- Emergent Knowledge -- Pedagogies And Technologies To Support Group Learning / D.r. Newman And Clive Holham -- Fun Is Learning -- A Case Study Of Gaming As Education In Virtual Worlds / Dana R. Herrera And András Margitay-becht -- Is There A Nexus Between Learning And Teaching? -- Communication As A Faciliator Of Students' Knowledge Construction / Helle Mathiasen -- Problem Oriented Project Work In Higher Education / Flemming Meier And Claus Nygaard. Exploring A Pedagogy That Supports Problem-based Learning In Higher Education / Toliwe Chehore And Zena Scholtz -- Concept Mapping -- A Tool To Reach Learning-centredness / Saretha Brüssow -- Making Allowance For Doubt -- Arguing For Validity In Evaluation Processes / Dina Zoe Belluigi -- Metaphor And Drama As Effective Study Methods Leading To Competence Through Committed Learning / Rodica Mariana Niculescu And Doina Usaci -- A Context-driven Approach To Designing The Adult Learning Experience / Nor Aziah Alias, Hairani Wahab And Haziah Jamaludin -- Stimulating Learning -- Creating Cre8 / Mark Atlay, Alfredo Gaitán And Arti Kumar. Towards A Deeper Understanding Of Learning In Teacher Education / Tiina Nikkola, Pekka Räihäu, Pentti Moilanen ... [et. Al.] -- Higher Education As Competence Program Providers In A Nationwide School Reform / Eirik J. Irgens And Turid Irgens Ertsås -- Reengineering Teaching And Learning In Higher Education In The Development Of Human Capital -- The Malaysian Initiatives / Hazadiah Mohd Dahan, Marzita Puteh ... [et. Al.] -- Interlacing Teaching And Learning Strategy In Business Education / Clive Holtham And Nigel Courtney -- Racing The Sun Home -- The Creation And Future Perspectives Of Lihe / Clause Nygaard And Clive Holtham. Editors, Claus Nygaard & Clive Holtham. Includes Bibliographical References (p. 333-361).

英语 [en] · PDF · 21.3MB · 2008 · 📗 未知类型的图书 · 🚀/ia · Save

ia/developinglearne0000blum.pdf

Developing Learner-Centered Teaching : A Practical Guide for Faculty Phyllis Blumberg, foreword by Maryellen Weimer Jossey-Bass, Incorporated Publishers, John Wiley & Sons, Inc., New York, 2012

From The Publisher: Developing Learner-centered Teaching Offers A Step-by-step Plan For Transforming Any Course From Teacher-centered To The More Engaging Learner-centered Model. Filled With Self-assessments And Worksheets That Are Based On Each Of The Five Practices Identified In Maryellen Weimer's Learner-centered Teaching, This Groundbreaking Book Gives Instructors, Faculty Developers, And Instructional Designers A Practical And Effective Resource For Putting The Learner-centered Model Into Action. Foreword / Maryellen Weimer -- Transforming Teaching To Be More Learner-centered -- Introduction -- Understanding The Rubrics -- Tools For Facilitating Change And Assessment -- The Five Dimensions Of Learner-centered Teaching -- The Function Of Content -- The Role Of The Instructor -- The Responsibility For Learning -- The Purposes And Processes Of Assessment -- The Balance Of Power -- Discussion And Conclusion -- Can All Courses Be Learner-centered? -- Strategies For Overcoming Obstacles And Resistance -- Conclusions -- Appendix A : Glossary Of Terms -- Appendix B : Rubrics, Planning For Transformation Exercise, And Documentation To Support The Selected Status Form -- Appendix C : Development Of The Rubrics. Phyllis Blumberg ; Foreword By Maryellen Weimer. Includes Bibliographical References (p. 263-269) And Index.

英语 [en] · PDF · 19.2MB · 2012 · 📗 未知类型的图书 · 🚀/ia · Save