Buch, Englisch, 236 Seiten, Format (B × H): 210 mm x 297 mm, Gewicht: 453 g
A Toolkit for Research-Informed Teaching
Buch, Englisch, 236 Seiten, Format (B × H): 210 mm x 297 mm, Gewicht: 453 g
ISBN: 978-1-041-01178-1
Verlag: Taylor & Francis Ltd
Research is not just theoretical, but a direct description of the actions, approaches, and choices that teachers make every day in the classroom. Providing a comprehensive look into how learning happens in the brain, this essential guide provides practical teaching strategies and scaffolding frameworks that help create meaningful learning experiences for all students.
The book reveals the cognitive science behind learning, knowledge acquisition and memory, and demonstrates how they can be supported through teaching. It walks the reader through what works in the classroom, explains why it works and then offers step-by-step guidance to support teachers in making this knowledge an everyday part of their practice.
Covering cognitive load theory, desirable difficulties, memory processing, questioning, assessment, progress, curriculum design, attention, and much more, the book encourages teachers to reflect on their pedagogy and consider what works for their pupils. Each chapter features artistic sketchnotes that summarise the key principles and research into one-page visuals, simplifying complex research into straightforward concepts. There are also clear worked examples, scaffolded tasks and reflective questions to help teachers make well-informed decisions and apply the research to their own context.
Highly visual and packed full of professional development tools, this essential resource empowers teachers to adopt a research-informed approach and create learning experiences that truly resonate with how the brain works.
Zielgruppe
Postgraduate and Professional Practice & Development
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
1. How to use this book
2. How learning happens
3. The importance of forgetting in the learning process
4. Cognitive load, what it is and how to manage it
5. Varying the conditions of learning – improved thinking
6. How to create deep learning
7. Making learning desirably difficult
8. Talk improves learning
9. Using questions to progress
10. Why the sequence of learning matters
11. The three facets of learning
12. Improving teaching practice, your own and others
13. Lethal mutations, what getting it wrong can look like
14. Is it working?
