Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010195303 | LB1025.3 J69 2009 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Review of the previous edition:
"This powerful book makes many of its points through the use of case studies and examples. Rarely, if ever, has discussion of so wide a variety of approaches to learning been gathered together in a single volume."
British Journal of Educational Technology
The new edition of this bestselling text provides a comprehensive and accessible introduction to an array of models of teaching and learning.
Written in a clear, engaging and accessible style, the authors offer a wide range of teaching strategies that have been developed, polished and studied over the last thirty years. Rather than being formulas to be followed word-for-word, each model draws teachers into the study of how students learn, promoting reflective action research in the classroom.
Some of the models have been proven not only to accelerate learning, but also to allow pupils to engage in alternative modes of inquiry, which have been almost impossible to generate through traditional chalk-and-talk teaching.
Updated features include:
A foreword by Estelle Morris A new chapter on teaching adolescents with disabilities to read A wealth of new scenarios and examples with clear guidelines for implementation A new synectics study New research and illustrations A revised Picture Word Inductive Model Revisions and updates to ten chapters Updated appendix on Peer Coaching Guides Models of Learning, Tools for Teaching is an essential text for trainee teachers, practitioners, advisors, inspectors and teacher educators.Author Notes
Bruce Joyce was Professor at the University of Chicago and Teachers College, Columbia University, USA. He concentrated on research on teaching while directing the elementary teacher education programmes, the laboratory school at Columbia, and school renewal efforts in Chicago and New York.
Emily Calhoun is a specialist in language arts and schoolwide action research, and has organized extensive school renewal projects in school districts throughout the US and Canada.
David Hopkins is the inaugural iNET HSBC Chair in International Leadership at the Institute of Education, University of London, UK. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills.
Table of Contents
| Part 1 Orientation |
| Chapter 1 Learning How to Learn: The (Central?) Goal of Education |
| Chapter 2 Hempshill Hall School |
| Part 2 Learning to Process Information |
| Chapter 3 Learning to Think Inductively |
| Chapter 4 Learning to Explore Concepts |
| Chapter 5 Learning to Think Metaphorically with Synectics |
| Chapter 6 Learning to Read and Write with the Picture/ Word Inductive Model |
| Chapter 7 Learning to Learn Through Cooperative Inquiry |
| Chapter 8 Building Multidimensional Curriculums for Learning Disabled and Literacy-Challenged Secondary School Students |
| Part 3 Learning to Study Oneself |
| Chapter 9 Learning through Counselling |
| Chapter 10 Learning to Study Values |
| Part 4 Sources of Developed Models of Learning |
| Chapter 11 An Inquiry into Learning and Teaching |
| Chapter 12 Sources - Families of Models of Learning and Teaching |
| Chapter 13 The conditions of learning: integrating models of learning and teaching |
| Part 5 the Leading Edge |
| Chapter 14 Learning through Simulations |
| Chapter 15 Literacy in The Early Years: A Report Coda How do we learn new models of learning? |
| Literature |
| Appendix |
