Author: Daniel T. WillinghamPublish On: 2021-04-27
Research-based insights and practical advice about effective learning strategies In this new edition of the highly regarded Why Don't Students Like School? cognitive psychologist Daniel Willingham turns his research on the biological and ...
Author: Daniel T. Willingham
Publisher: John Wiley & Sons
Research-based insights and practical advice about effective learning strategies In this new edition of the highly regarded Why Don't Students Like School? cognitive psychologist Daniel Willingham turns his research on the biological and cognitive basis of learning into workable teaching techniques. This book will help you improve your teaching practice by explaining how you and your students think and learn. It reveals the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. With a treasure trove of updated material, this edition draws its themes from the most frequently asked questions in Willingham’s “Ask the Cognitive Scientist” column in the American Educator. How can you teach students the skills they need when standardized testing just requires facts? Why do students remember everything on TV, but forget everything you say? How can you adjust your teaching for different learning styles? Read this book for the answers to these questions and for practical advice on helping your learners learn better. Discover easy-to-understand, evidence-based principles with clear applications for the classroom Update yourself on the latest cognitive science research and new, teacher-tested pedagogical tools Learn about Willingham’s surprising findings, such as that you cannot develop “thinking skills” without facts Understand the brain’s workings to help you hone your teaching skills Why Students Don’t Like School is a valuable resource for both veteran and novice teachers, teachers-in-training, and for the principals, administrators, and staff development professionals who work with them.
This book explores what mindfulness could mean for teachers and educational researchers.
Author: Remy Y. S Low
Publisher: Palgrave Pivot
This book explores what mindfulness could mean for teachers and educational researchers. Moving beyond popular platitudes about mindfulness, the author provides a conceptual map for understanding the different ways in which mindfulness can be recommended to teachers. Covering the key features of Buddhist, psychological and socially engaged forms of mindfulness, this book critically examines the different ways mindfulness is defined, what problems it is meant to address, and the ways that claims about mindfulness are made. It argues that each approach to mindfulness implies an ideal of what a ‘good teacher’ should be. It will be of interest and value to teacher educators, educational researchers and scholars of mindfulness within education.
When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became an ASCD best-seller, and it has gone on to inspire thousands of educators to apply brain research in their classroom teaching.
Author: Eric Jensen
When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became an ASCD best-seller, and it has gone on to inspire thousands of educators to apply brain research in their classroom teaching. Now, author Eric Jensen is back with a completely revised and updated edition of his classic work, featuring new research and practical strategies to enhance student comprehension and improve student achievement. In easy to understand, engaging language, Jensen provides a basic orientation to the brain and its various systems and explains how they affect learning. After discussing what parents and educators can do to get children's brains in good shape for school, Jensen goes on to explore topics such as motivation, critical thinking skills, optimal educational environments, emotions, and memory. He offers fascinating insights on a number of specific issues, including * How to tap into the brain's natural reward system. * The value of feedback. * The importance of prior knowledge and mental models. * The vital link between movement and cognition. * Why stress impedes learning. * How social interaction affects the brain. * How to boost students' ability to encode, maintain, and retrieve learning. * Ways to connect brain research to curriculum, assessment, and staff development. Jensen's repeated message to educators is simple: You have far more influence on students' brains than you realize . . . and you have an obligation to take advantage of the incredible revelations that science is providing. The revised and updated edition of Teaching with the Brain in Mind helps you do just that.
A collection of stories by educators around the world who have implemented the Habits of Mind, behaviors that lead to school success, in their pay to day teaching across the curriculum in K-12 classrooms.
Author: Arthur L. Costa
Distinguished educators Arthur L. Costa and Bena Kallick present this collection of stories by educators around the world who have successfully implemented the habits in their day-to-day teaching in K-12 classrooms. The collective wisdom and experience of these thoughtful practitioners provide readers with insight into the transdisciplinary nature of the 16 Habits of Mind--intelligent behaviors that lead to success in school and the larger world--as well as model lessons and suggestions for weaving the habits into daily instruction in language arts, music, physical education, social studies, math, foreign language, and other content areas. Readers will come to understand that, far from an "add-on" to the curriculum, the habits are an essential element for helping students at all grade levels successfully deal with the challenges they face in school and beyond. As in all their books on the Habits of Mind, Costa and Kallick have a broad and worthwhile goal in mind. As they say in the concluding chapter of this volume, "If we want a future that is much more thoughtful, vastly more cooperative, greatly more compassionate, and a whole lot more loving, then we have to invent it. That future is in our homes, schools, and classrooms today. The Habits of Mind are the tools we all can use to invent our desired vision of the future."
This is the second edition of the seminal text designed to empower educators with an innovative and inspiring conceptual framework for effective teaching.
Author: Donna Wilson
Publisher: Teachers College Press
This is the second edition of the seminal text designed to empower educators with an innovative and inspiring conceptual framework for effective teaching. This bestseller is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition. Updated and expanded to include new sections on social and emotional learning, this edition offers a firm foundation for implementing current rigorous standards. The authors draw on their experience working with tens of thousands of educators worldwide to drive the book’s focus on practical application. Essential ideas are reinforced through vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and current research on how people learn. “Five Big Ideas for Effective Teaching is a wonderful synthesis of some of the most important and impacting concepts to come out of the learning sciences and into the classroom. Any serious teacher and educational leader should consider this basic reading. A pleasure to read.” —Tracey Tokuhama-Espinosa, professor, Harvard University Extension School “Wilson and Conyers provide an excellent, gentle entry into the modern learning sciences while promoting clear understanding of their importance and impact on contemporary learners. This is a solid introductory text for pre-service teachers as well as a ‘quick start’ for updating skills for veteran educators.” —Linda Rittner, professor emerita, University of Central Oklahoma
Developing Habits of Mind in Secondary Schools comprises more than 50 tools to help teachers and administrators foster the Habits of Mind among students, staff, and parents. All tools are available for download.
Author: Karen Boyes
Take educational outcomes way beyond facts and information with these tools for teaching students how to think and behave intelligently when they encounter problems and challenges. Karen Boyes, New Zealand author.
Within these pages, Arthur L. Costa and Bena Kallick share the authentic stories and experiences of teachers who have taught these Habits of Mind (HOM) to young children: - Persisting - Managing impulsivity - Listening with understanding ...
Author: Arthur L. Costa
In the first years of life, as children observe, imitate, and interact with people and their environment, the brain is structuring a foundation for vocabulary, values, cognitive processes, and social skills. Educators, you can help influence that development by teaching the skills and dispositions of intelligent, creative, effective decision makers and problem solvers. Within these pages, Arthur L. Costa and Bena Kallick share the authentic stories and experiences of teachers who have taught these Habits of Mind (HOM) to young children: - Persisting - Managing impulsivity - Listening with understanding and empathy - Thinking flexibly - Thinking about thinking - Striving for accuracy - Questioning and posing problems - Applying past knowledge to new situations - Thinking and communicating with clarity and precision - Gathering data through all senses - Creating, imagining, and innovating - Responding with wonderment and awe - Taking responsible risks - Finding humor - Thinking interdependently - Remaining open to continuous learning The practical examples in this book show how anybody who works with young children can introduce the Habits of Mind in entertaining and concrete ways that are developmentally appropriate. By designing learning experiences that reflect the situations and challenges children face in their lives, educators can help our youngest citizens begin to develop the habits of mind that feed a lifetime of learning.
The teacher can use the outline guide and advance their own learning as they see fit. The text will include free verse, sayings of educational significance, and short outlines that can be used to enhance the learning process.
Author: H.M. Hyra
Publisher: Christian Faith Publishing, Inc.
The modern-day teacher, with the vast amount of material available, from an unlimited number of sources, makes the day of using one text obsolete. Technology has made the teacher capable of producing materials for their class a matter of judgment and choice. Teachers, old and new, can use a useful guide to help pending chaos. For the new teacher instant help would to some extent eliminate the long process of trial and error. The "Power of the Mind" is a text book which compliments whatever materials the teacher chooses to use. Its structure covers a full range of possibilities such that personal development and classroom learning is enhanced. Of course, this is a high priority for any teacher serious about their own development and their student\' advancement. First there are holistic outlines that form a comprehensive view of living, learning and creating. Each part of the whole is explained in a simple and forthright way. The teacher can use the outline guide and advance their own learning as they see fit. The text will include free verse, sayings of educational significance, and short outlines that can be used to enhance the learning process. Also, there is an expanded view of knowledge which allows for better understanding of learning in general. There are over twenty pages concentrating on the creative process. The text views mental processing where thinking is analyzed so the teacher and student and teacher can benefit from the clarity offered. The "Power of the Mind" is a companion that any teacher can use to foster better understanding of learning and its effects. The text is a compact encyclopedia of learning that the teacher can use over and over to stimulate both the teacher and the student.
"Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor.
Author: Kenneth Leithwood
Publisher: Corwin Press
This research-based study helps administrators create a school environment that responds to teacher emotions and results in higher teacher retention, instructional effectiveness, and student achievement.