Realising Learning

Author: Keith Wood
Publisher: Routledge
ISBN: 1317803825
Size: 69.42 MB
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Realising Learning. The best professional development for teachers focuses on issues they encounter in the classroom. It is collaborative, school-based, learning-focused and supports teachers in solving problems of pedagogy in context. Through lesson study teachers are empowered to make decisions to improve pedagogy, curriculum and assessment based on evidence of the effect of design on learning. Being explicit about the theories of learning underpinning their teaching decisions allows teachers to develop a shared vocabulary for the diagnosis of learning problems, redesign and evaluation of learning situations. Learning study introduces a new Variation Theory of Learning. It provides a framework for teachers to make critical decisions about what is to be learnt and how. The fusion of lesson and learning study is changing the nature of professional development and providing teachers with a voice in the field of educational research. In Realising Learning, teachers, teacher educators and policy makers can share the progress achieved by teachers in Asia and Europe to improve teaching and learning.

Authentic Learning For The Digital Generation

Author: Angela McFarlane
Publisher: Routledge
ISBN: 1317745604
Size: 57.20 MB
Format: PDF, Docs
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Authentic Learning For The Digital Generation. Why should we use technology to support learning? Where does the responsibility lie to prepare young people to be active and successful cybercitizens? Can we go on confiscating pupils’ smartphones indefinitely? Authentic Learning for the Digital Generation is a vital examination of young people’s use of personal devices, online creative communities and digital gaming. It calls into question the idea of the ‘digital native’ and shows clearly that the majority of young users need help and support in order to benefit from the rich learning potential of personal, mobile and online technology use. Written by a leading authority on the role of digital technologies in education, it looks in detail at the practice and implications of learning using personal devices, collaborative online spaces, learning platforms, user generated content and digital games. In particular, approaches to solving problems, building knowledge, manipulating data and creating texts are examined. It offers clear strategies, a vision for what effects on learning we might reasonably expect when children are given access to different types of technology, and explores the challenges of managing these practices in the classroom. Authentic Learning for the Digital Generation offers careful analysis at a time when there is much discussion about young people emerging from school unprepared for the world of work and often struggling to manage their personal relationships as they are exposed to strong content and harsh criticism online. It considers what we know of childhood experience in a digital world and offers ways in which schools and teachers can embrace the opportunity presented by ubiquitous ownership of connected, digital devices to enrich and deepen learning.

Learning Teaching From Teachers Realising The Potential Of School Based Teacher Education

Author: Hagger, Hazel
Publisher: McGraw-Hill Education (UK)
ISBN: 0335229794
Size: 46.97 MB
Format: PDF, ePub, Docs
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Learning Teaching From Teachers Realising The Potential Of School Based Teacher Education. "The impressive strengths of this book are its breadth of scope, the depth of its grounding in the real life of schools, its clarity of structure and argument, and its far-reaching suggestions for reforming school-based teacher education. The book also demonstrates, in every chapter, the authors' unwavering, though not uncritical, regard for the profession of teaching." Lesley Saunders, Professional Development Today The move to school-based initial teacher education has opened up exciting opportunities for student teachers to learn from practising teachers' expertise. However, making the most of these opportunities is not straightforward, since much of that expertise is embedded in practice and rarely articulated. The book: Brings together a wide range of research on teachers' expertise and beginning teachers' learning Reports a research project on helping student teachers to gain access to experienced teachers' expertise Considers the wider implications of that research for the development of school-based initial teacher education Explores how school-based initial teacher education can be improved if it is professionally planned in an informed and well thought-out way Shows how curricula can be developed to help student teachers learn from experienced teachers and from everyday life in schools Makes suggestions for initiatives to improve school-based initial teacher education Examines the conditions that are necessary for school-based initial teacher education to realize its full potential Learning Teaching from Teachers is a key text for all teacher educators, including school-based mentors. It is also important reading for teachers involved in Masters courses in mentoring and teacher education.

Psychology From The Standpoint Of The Subject

Author: Klaus Holzkamp
Publisher: Springer
ISBN: 1137296437
Size: 38.36 MB
Format: PDF, Docs
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Psychology From The Standpoint Of The Subject. This book introduces the groundbreaking work of the German critical psychologist Klaus Holzkamp. In contrast to contemporary psychology's worldlessness, the writings present a concept of psychology based on the individual's relations to the world and open up new perspectives on human subjectivity, agency and the conduct of everyday life.

Information Technology And Authentic Learning

Author: Angela McFarlane
Publisher: Routledge
ISBN: 1134756186
Size: 79.20 MB
Format: PDF, ePub
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Information Technology And Authentic Learning. As the presence of computers in the primary classroom increases and IT becomes a bigger part of learning, the book takes a realistic look at the role of the computer in the National Curriculum, and asks some important questions. The book is designed to help teachers incorporate IT into their day-to-day teaching, offering practical guidance and advice on task planning and management and includes examples of classroom practice. The book covers all curriculum areas, examining curriculum-specific issues as well as more general concerns such as pupil-expectation and self-esteem, problem solving, collaborative learning, data-handling, homework and the effects on the pupil-teacher dynamic. This book will be essential to all primary school teachers and trainees.

Realizing The Power Of Professional Learning

Author: Helen Timperley
Publisher: McGraw-Hill Education (UK)
ISBN: 033524405X
Size: 20.91 MB
Format: PDF, Kindle
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Realizing The Power Of Professional Learning. Developing an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school.

Realising Exemplary Practice Based Education

Author: Joy Higgs
Publisher: Springer Science & Business Media
ISBN: 9462091889
Size: 16.66 MB
Format: PDF, ePub, Mobi
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Realising Exemplary Practice Based Education. For educators, scholars, practitioners and researchers this book offers an opportunity to explore and engage with practice-based education theories and concepts in real life teaching spaces. It is a place to see theory embodied and situated within PBE practices. It is also an opportunity to see how educators and scholars from other disciplines are applying theory to understand teaching and learning in their particular area. This volume provides an opportunity for readers to deepen their understanding of practice-based education and broaden and critically appraise their strategies for engaging with practice-based education theory. And, it provides a means of extending theory and realising new practice-based education theory through the lens of exemplary practice. There are three sections in the book: • Section 1: Practice-based education for life and work • Section 2: Practice-based education in action • Section 3: Practice-based education realisations

Authentic Learning For The Digital Generation

Author: Angela McFarlane
Publisher: Routledge
ISBN: 1317745612
Size: 51.89 MB
Format: PDF, ePub, Docs
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Authentic Learning For The Digital Generation. Note; References; 8 Thinking about writing; Standards in literacy; Working with digital text; Developing writing; Assessing literacy; Summary; References; 9 Manipulating data, seeing patterns; Drowning in information; From information to understanding; Graphing as an example of inauthentic learning; The 'hierarchy' of graphing; Not all data are the same; How can digital tools help?; Implications for the curriculum; Summary; References; 10 Looking to the horizon; Computers in schools; Drivers of change in school practice; Meanwhile . . .; A tipping point?; Final thoughts; References.

Transformative Learning And Teaching In Physical Education

Author: Malcolm Thorburn
Publisher: Taylor & Francis
ISBN: 1317232178
Size: 23.98 MB
Format: PDF, ePub
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Transformative Learning And Teaching In Physical Education. Transformative Learning and Teaching in Physical Education explores how learning and teaching in physical education might be improved and how it might become a meaningful component of young people’s lives. With its in-depth focus on physical education within contemporary schooling, the book presents a set of professional perspectives that are pivotal for realising high-quality learning and teaching for physical education. With contributions from a range of international academics, chapters critically engage with vital issues within contemporary physical education. These include examples of complex learning principles in action, which are discussed as a method for bettering our understanding of various learning and teaching endeavours, and which often challenge hierarchical and behaviourist notions of learning that have long held a strong foothold in physical education. Authors also engage with social-ecological theories in order to help probe the complex circumstances and tensions which many teachers face in their everyday work environments, where they witness first-hand the contrast between discourses which espouse transformational change and the realities of their routine institutional arrangements. This book enables readers to engage in a fuller way with transformative ideas and to consider their wider implications for contemporary physical education. Its set of professional perspectives will be of great interest to academics, policymakers, teacher educators and teachers in the fields of physical education, health and well-being. It will also be a useful resource for postgraduate students studying in these subject areas.