Drawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for ...teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on ab initio learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching ab initio and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of ab initio provision within the wider context of modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the ab initio classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning ab initio languages that will benefit current and future generations of students.
"STEM Integration in K-12 Education" examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM ...education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. "STEM Integration in K-12 Education" proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. "STEM Integration in K-12 Education" makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes. Biographies of Committee Members is appended.
How Students Learn Bransford, John D; Donovan, M. Suzanne
National Academies Press,
12/2004
eBook, Book
Odprti dostop
How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling 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 science 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.
This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing ...cultural and technological environment. Teaching is now a design science. Like other design professionals--architects, engineers, programmers--teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession. Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively. Teacher professional development has not embedded in the teacher's everyday role the idea that they could discover something worth communicating to other teachers, or build on each others' ideas. Could the culture change? From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching. The following chapters are contained in this book: (1) Teaching as a design science; (2) What is formal learning? (3) What students bring to learning; (4) What it takes to learn; (5) What it takes to teach; (6) Motivating and enabling the learning cycle; (7) Learning through acquisition; (8) Learning through inquiry; (9) Learning through discussion; (10) Learning through practice; (11) Learning through collaboration; and (12) Teaching as developing pedagogical patterns. References are included.
In today's education debates, many experts call for school vouchers, smaller classes, more standardized testing, or rigorous teacher accrediting as the key to improving student performance. ...Remarkably, none of these approaches addresses what actually goes on in the classroom. In this book an experienced classroom teacher and noted researcher on teaching takes us into her fifthgrade math class through the course of a year. Magdalene Lampert shows how classroom dynamics-the complex relationship of teacher, student, and content-are critical in the process of bringing each student to a deeper understanding of mathematics, or any other subject. She offers valuable insights into students and teaching for all who are concerned about improving the learning that happens in the classroom.Lampert considers the teacher's and students' work from many different angles, in views large and small. She analyzes her own practice in a particular classroom, student by student and moment by moment. She also investigates the particular kind of teaching that aims at engaging elementary school students in learning fundamentally important ideas and skills by working on problems. Finally, she looks at the common problems of teaching that occur regardless of the individuals, subject matter, or kinds of practice involved. Lampert arrives at an original model of teaching practice that casts new light on the complexity in teachers' work and on the ways teachers can successfully deal with teaching problems.
Creating the market university Berman, Elizabeth Popp
Princeton University Press,
2012, 2012., 20111219, 2011, 2012-00-00, 2012-01-01, 20120101
eBook, Book
Academic science in the U.S. once self-consciously avoided the market. But today it is seen as an economic engine that keeps the nation globally competitive. Creating the Market University compares ...the origins of biotech entrepreneurship, university patenting, and university-industry research centers to show how government decisions shaped by a new argument--that innovation drives the economy-transformed academic science. (Verlag)
Leading scholars in composition, education, and literacy studies critique the English monolingualism dominating the study and teaching of college composition and pursue approaches that embrace the ...multilingualism and that pose cross-language writing as the norm for teaching and research.
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