1. Dialogic Learning: Shifting Perspectives to Learning, Instruction, and Teaching (Hardcover)

Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms 'dialogue' and 'instruction' are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic 'we' and the community formed around 'our' and 'us' is the inevitable boundary that excludes 'them' and 'theirs'. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging - again an artful performance that is difficult to articulate in terms of specific teaching techniques.

Dialogic Learning: Shifting Perspectives to Learning, Instruction, and Teaching (Hardcover)

2. Working Memory and Learning: A Practical Guide for Teachers, Used [Paperback]

A good working memory is crucial to becoming a successful leaner, yet there is very little material available in an easy-to-use format that explains the concept and offers practitioners ways to support children with poor working memory in the classroom. This book provides a coherent overview of the role played by working memory in learning during the school years, and uses theory to inform good practice. Topics covered include: " the link between working memory skills and key areas of learning (such as literacy & numeracy) " the relationship between working memory and children with developmental disorders " assessment of children for working memory deficits " strategies for supporting working memory in under-performing children This accessible guide will help SENCOs, teachers, teaching assistants, speech and language therapists and educational psychologists to understand and address working memory in their setting

Working Memory and Learning : A Practical Guide for Teachers, Used [Paperback]

3. The Unfinished Revolution: Learning, Human Behavior, Community, and Political Paradox [Paperback - Used]

CONDITION - USED - Pages can include limited notes and highlighting, and the copy can include "From the library of" labels or previous owner inscriptions. Accessories such as CD, codes, toys, may not be included. If you believe it is possible for communities, schools, parents, and businesses to come together around helping all children become lifelong learners, then read this book. In The Unfinished Revolution , authors John Abbott and Terry Ryan argue that the so-called crisis in education is really a crisis in childhood and that the unit of change is not the school but rather the larger community. Drawing on their experiences of working with schools, community leaders, researchers, parents, and business leaders in the United States, the United Kingdom, and Canada, the authors show how current models of education--based on ideas about learning from the industrial age--cannot by themselves bring out the full potential of all children. They maintain that the schools we have inherited from the industrial age are structured to develop a mass of students who, at best, are equipped with basic skills and the ability to follow orders--but only a small cadre of creative, lifelong learners. To create learning environments that help all children take control of their own learning, the authors propose a constructivist and apprentice-based approach that takes full account of our current understanding about how humans actually learn. They urge "going with the grain of the brain" as a way of breaking down today's highly partitioned system of education. Abbott and Ryan make the case that communities have the power to help education blend into a seamless web, in which learning opportunities permeate the entire culture. This form of dynamic learning will not be seen as a system, but rather as a way of life. Learning will be something that we all recognize, encourage, and actively support through formal education, community participation, and the power of the connected world of information communication and technology. A utopian vision? No. The authors describe societies undergoing a revolution in thinking and working that, despite disruptions, offers ways to cope with ongoing social, political, and economic changes. This revolution is unfinished as long as education systems lag behind these larger transformations. In this book, the authors address that lag by charting a course across disciplines to connect learning to what happens outside the classroom, ultimately producing lifelong learners who can take full advantage of today's increasingly open and dynamic societies.

The Unfinished Revolution : Learning, Human Behavior, Community and Political Paradox, Used [Paperback]

4. Student-Centered Learning : Nine Classrooms in Action, Used [Paperback]

What does student-centered learning look like in real-life classrooms? In this collection, educator Bill Nave and nine award-winning K-12 teachers tell the story of how and why they changed their teaching and redesigned their classrooms in order to "reach every child." They reflect on their successes and struggles to put students in charge of their own learning and reveal strategies that make this possible. These teachers, who mostly work in schools with a high percentage of students living in poverty: prioritize relationships with students and their families; build supportive classroom cultures at the start of each year; tailor assignments to individual student interests, strengths, and challenges; create opportunities for students to choose how they will demonstrate their learning; and seek regular opportunities to connect students to learning outside the classroom. Ultimately, Nave argues, student-centered learning is not just something for special teachers or special schools. On the contrary, it is possible for all teachers--no matter what setting they teach in--to become extraordinary and for students to develop and realize their own unique personal goals.

Student-Centered Learning : Nine Classrooms in Action, Used [Paperback]

5. Introduction to the Theories of Learning (8th Edition) [Hardcover - Used]

CONDITION - USED - Pages can include limited notes and highlighting, and the copy can include "From the library of" labels or previous owner inscriptions. Accessories such as CD, codes, toys, may not be included. This text defines learning and shows how the learning process is studied. It places learning in its historical perspective, giving students of learning theory an appreciation for the figures and theories that have shaped 100 years of learning theory research.

Introduction to the Theories of Learning, Used [Hardcover]

6. Student Teams That Get Results: Teaching Tools for the Differentiated Classroom, Used [Paperback]

Busy teachers struggle daily with the demands of increased accountability and the need to develop skill and proficiency in diverse groups of learners. Focused on the power of student teams to advance learning, this book shows how students working together and expressing ideas with one another can clarify their thinking and deepen their understanding of essential concepts. Combining effective grouping strategies with other research-based practices, this resource for the differentiated classroom demonstrates how teachers can raise achievement and critical thinking by showing students how to practice three key skills: attentive listening, accepting others ideas, and disagreeing with ideas rather than people. Student Teams That Get Results shows teachers how to prepare students for deeper and more successful thinking on assessments using an innovative collection of best-practice teaching tools that help learners: - Scaffold critical layers of meaning - Generalize and infer - Integrate content - Identify patterns - Increase adaptive and analytic reasoning This book offers more than 100 reproducible lesson planners, assessment tools, checklists, graphic organizers, and more. Each teaching tool--used as presented or customized to meet learners unique needs--includes a reproducible template, examples of the teaching tool in action across grade levels and content areas, and a brief how-to-use-it description.

Student Teams That Get Results : Teaching Tools for the Differentiated Classroom, Used [Paperback]

7. Biological boundaries of learning (Century psychology series) [Hardcover - Used]

CONDITION - USED - Pages can include limited notes and highlighting, and the copy can include "From the library of" labels or previous owner inscriptions. Accessories such as CD, codes, toys, may not be included. Biological boundaries of learning (Century psychology series) by Joanne L. Hager; Martin E. P. Seligman

Biological boundaries of learning (Century psychology series) [Hardcover - Used]

8. Active Lessons for Active Brains : Teaching Boys and Other Experiential Learners, Grades 3-10, Used [Paperback]

What to do when their feet just cant keep still If youre tired of repeating yourself to students who arent listening, try a little less talk and a lot more action. The authors follow the best-selling Teaching the Male Brain and Teaching the Female Brain with this ready-to-use collection of mathematics, language arts, science, and classroom management strategies. Designed for active, hands-on learners--whether male or female--the text provides more than 70 specific lesson plans for addressing students common challenges, already differentiated to match their experiential learning style. The many benefits include: - Increased student engagement - Improved retention of subject matter - Enhanced capacity to focus on tasks - A more orderly classroom This resource contains a wealth of examples, visuals, and material that can be easily reproduced in the classroom. Suitable for upper elementary to high school students, lesson plans can be readily adapted to suit your curriculum. If youre ready for a solution that works, dive into this book and get moving!

Active Lessons for Active Brains : Teaching Boys and Other Experiential Learners, Grades 3-10, Used [Paperback]

9. Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology), Used [Paperback]

During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized. This reference constitutes an original work devoted to comprehensive coverage of research and theory in the field of multimedia learning. It focuses on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation Games, virtual reality, and computer-supported, in-class presentations.

The Cambridge Handbook of Multimedia Learning, Used [Paperback]

10. The Theory of Experiential Education, Used [Paperback]

The Theory of Experiential Education by Warren, Karen

The Theory of Experiential Education, Used [Paperback]