While Active Learning Classrooms, or ALCs, offer rich new environments for learning, they present many new challenges to faculty because, among other things, they eliminate the room's central focal ...point and disrupt the conventional seating plan to which faculty and students have become accustomed.The importance of learning how to use these classrooms well and to capitalize on their special features is paramount. The potential they represent can be realized only when they facilitate improved learning outcomes and engage students in the learning process in a manner different from traditional classrooms and lecture halls.This book provides an introduction to ALCs, briefly covering their history and then synthesizing the research on these spaces to provide faculty with empirically based, practical guidance on how to use these unfamiliar spaces effectively. Among the questions this book addresses are:
How can instructors mitigate the apparent lack of a central focal point in the space?
What types of learning activities work well in the ALCs and take advantage of the affordances of the room?
How can teachers address familiar classroom-management challenges in these unfamiliar spaces?
If assessment and rapid feedback are critical in active learning, how do they work in a room filled with circular tables and no central focus point?
How do instructors balance group learning with the needs of the larger class?
How can students be held accountable when many will necessarily have their backs facing the instructor?
How can instructors evaluate the effectiveness of their teaching in these spaces?This book is intended for faculty preparing to teach in or already working in this new classroom environment; for administrators planning to create ALCs or experimenting with provisionally designed rooms; and for faculty developers helping teachers transition to using these new spaces.
If you have ever been apprehensive about initiating classroom discussion because you fear silence, the domination of a couple of speakers, superficial contributions, or off-topic remarks, this book ...provides strategies for creating a positive learning experience.
You'll never again have to suffer a silence so profound that you can, as described by contributors to this book, hear the crickets chirping outside.
Ce livre a été pensé avec l’objectif de proposer des pistes d’intégration pour les deux dimensions centrales de l’acte d’enseigner, soit la didactique et la gestion de la classe. Dès le moment de la ...planification d’une activité d’enseignement-apprentissage, la personne qui enseigne doit réfléchir tant à l’enseignement de l’objet qu’à la gestion des êtres humains concernés et de leur environnement. C’est avec cette intention que nous avons réuni autour de chacun des chapitres des personnes expertes des deux domaines afin de réfléchir aux enjeux et aux conditions de cette intégration. Ainsi, chaque chapitre est écrit par des didacticiennes et des didacticiens de la discipline qui y est abordée et se présente comme espace de dialogue avec des spécialistes en gestion de la classe. Les cinq chapitres qui composent La gestion de la classe intégrée aux didactiques mettent en évidence les relations qui coexistent entre les spécificités didactiques de la discipline concernée et un aspect particulier de la gestion de la classe. Il est entre autres question de didactique du français, de l’univers social, des mathématiques et des sciences, de responsabilisation, de résolution de conflits, de gestion démocratique et de pratiques d’autorité.Cet ouvrage s’adresse aux personnes étudiant ou travaillant dans le milieu de l’éducation, peu importe leur contexte professionnel. Il pose un regard renouvelé sur les approches et les pratiques en enseignement, soit un regard unificateur pour une meilleure articulation entre les choix en didactiques et ceux en gestion de la classe afin d’assurer une cohérence optimale entre les deux.
How students learn Bransford, John D; Donovan, M. Suzanne
National Academies Press,
2005, 20050426, 2005-00-00, 2004-12-23, 2004-09-29, 2004-12-28
eBook, Book
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How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, ...practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning.
How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn . Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.
Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.
The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities.
How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education.
Silence runs like a thread through the history of the school. In past centuries, countless teachers have urged children to be quiet. There have also been many publications in which educational ...authors have reflected on the value of silence for education. In this book, Pieter Verstraete explores the history of the pedagogical significance of silence using previously unexplored archival material. Have you always wanted to know where the preference for classroom silence comes from? Do you wonder why we teach reading in silence today and if it was always like that? Do you want to know how quiet and shy students used to be treated? Or are you curious why Maria Montessori thought silence classes were so important? This book fascinatingly introduces you to the multi-voiced sound of silence in the history of parenting and education.
Stilte loopt als een rode draad door de geschiedenis van de school. In de voorbije eeuwen hebben talloze leerkrachten kinderen aangespoord om stil te zijn. Er verschenen ook vele publicaties waarin pedagogische auteurs reflecteerden over de waarde van stilte voor het onderwijs. In dit boek verkent Pieter Verstraete aan de hand van niet eerder ontgonnen archiefmateriaal de geschiedenis van de pedagogische betekenis van stilte. Heb je altijd al willen weten waar de voorliefde voor klassikale stilte vandaan komt? Vraag je je af waarom we vandaag in stilte leren lezen en of dat altijd zo was? Wil je weten hoe stille en verlegen leerlingen vroeger werden behandeld? Of ben je benieuwd waarom Maria Montessori stiltelesjes zo belangrijk vond? In dit boek maak je op een boeiende manier kennis met het meerstemmige geluid van stilte in de geschiedenis van opvoeding en onderwijs.
Rethinking Class Size Blatchford, Peter; Russell, Anthony
UCL Press,
11/2020
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The debate over whether class size matters for teaching and
learning is one of the most enduring, and aggressive, in education
research. Teachers often insist that small classes benefit their
work. ...But many experts argue that evidence from research shows
class size has little impact on pupil outcomes, so does not matter,
and this dominant view has informed policymaking internationally.
Here, the lead researchers on the world's biggest study into class
size effects present a counter-argument. Through detailed analysis
of the complex relations involved in the classroom they reveal the
mechanisms that support teachers' experience, and conclude that
class size matters very much indeed.
Drawing on 20 years of systematic classroom observations,
surveys of practitioners, detailed case studies and extensive
reviews of research, Peter Blatchford and Anthony Russell contend
that common ways of researching the impact of class size are
limited and sometimes misguided. While class size may have no
direct effect on pupil outcomes, it has, they say, significant
force through interconnections with classroom processes. In
describing these connections, the book opens up the everyday world
of the classroom and shows that the influence of class size is
everywhere. It impacts on teaching, grouping practices and
classroom management, the quality of peer relations, tasks given to
pupils, and on the time teachers have for marking, assessments and
understanding the strengths and challenges for individual pupils.
From their analysis, the authors develop a new social pedagogical
model of how class size influences work, and identify policy
conclusions and implications for teachers and schools.
The book is an invaluable contribution to the international
debate on class size.
Police officers, armed security guards, surveillance cameras, and metal detectors are common features of the disturbing new landscape at many of today's high schools. You will also find new and ...harsher disciplinary practices: zero-tolerance policies, random searches with drug-sniffing dogs, and mandatory suspensions, expulsions, and arrests, despite the fact that school crime and violence have been decreasing nationally for the past two decades. While most educators, students, and parents accept these harsh policing and punishment strategies based on the assumption that they keep children safe, Aaron Kupchik argues that we need to think more carefully about how we protect and punish students.In Homeroom Security, Kupchik shows that these policies lead schools to prioritize the rules instead of students, so that students' real problems - often the very reasons for their misbehavior - get ignored. Based on years of impressive field research, Kupchik demonstrates that the policies we have zealously adopted in schools across the country are the opposite of the strategies that are known to successfully reduce student misbehavior and violence. As a result, contemporary school discipline is often unhelpful, and can be hurtful to students in ways likely to make schools more violent places. Furthermore, those students who are most at-risk of problems in schools and dropping out are the ones who are most affected by these counterproductive policies. Our schools and our students can and should be safe, and Homeroom Security offers real strategies for making them so.
This foundational guide to the how of differentiation features updated research and strategies for creating classrooms where each student is respected and every student thrives.
Behaviour is the number one concern for most early career teachers so this accessible book provides a range of research informed and road-tested strategies to support the development of positive ...classroom systems and structures. It offers key psychological insights into the factors that lie behind different behaviours, helping you understand and manage your own behaviours as well as those of the children and young people you teach. Chapters cover understanding individuals, the classroom environment and the wider school context, as well as working with parents and carers. Ultimately the book enables you to successfully work with groups of children and young people so that they can learn effectively and make progress. The Essential Guides for Early Career Teachers series provides accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.
Most educators want to provide appropriate instruction for the diverse learning needs of their students, however moving from theory to practice can stymie both novice and experienced teachers. The ...author shows middle- and secondary-level teachers how to plan a differentiated lesson from start to finish, detailing the steps to take before, during, and after to deepen connections for students. At each stage, the book offers tested strategies and reflective advice about reaching a wide range of learners within the same classroom. Annotated models of effective differentiated instruction, including tiering, flexible groupings, and adjustments based on formative assessments, are included. Through interdisciplinary examples, these processes can be extended to any subject. Contents include Foreword (Carol Ann Tomlinson) and five chapters: (1) Developing a Common Frame of Reference; (2) A Walk-Through of a Differentiated Lesson; (3) Helpful Structures and Strategies for the Differentiated Class; (4) Cognitive Structures and Tips That Help Us Differentiate; and (5) Twelve Samples of Differentiated Learning Experiences from Multiple Subjects. The book concludes with A Final Word: Three Tips to Begin the Journey, recommended resources, an appendix and references. An index is included.
