Models of Learning: Tools for Teaching

Joyce, B. et al

ISBN 10: 0335210155 / ISBN 13: 9780335210152

Verlag: Open University Press, 2002

Beschreibung

This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,600grams, ISBN:9780335210152.

Bestandsnummer des Verkäufers 9017829

Bibliografische Details

• Titel: Models of Learning: Tools for Teaching
• Verlag: Open University Press
• Veröffentlichungsdatum: 2002
• Sprache: Englisch
• ISBN-10: 0335210155
• ISBN-13: 9780335210152
• Bindung: Softcover
• Zustand: Fair
• Verkäuferkataloge:
  • Education

Über diesen Titel

Inhaltsangabe

Reviews of 1st 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

This comprehensive, accessible and successful text has been revised and updated to meet the needs of teachers, advisers, inspectors, teacher educators and educational researchers at the beginning of the 21st century.

Key features include:

* A range of teaching models offering a wide repertoire of strategies for teachers

* A wealth of practical examples backed up by relevant research evidence and clear guidelines for implementation

* A clear, engaging and accessible writing style

* A completely new chapter on learning to read and write with the Picture Word Inductive Model

The purpose of this book is to introduce some of the array of models of teaching that have been developed, polished and studied over the last thirty years. Some of these models have been shown both to accelerate rates of learning and also to bring within reach of pupils types of conceptual control and modes of inquiry which have been almost impossible to generate through traditional chalk and talk teaching. Rather than being formulas to be followed slavishly, each model brings teachers into the study of how students learn thereby promoting reflective action research in the classroom.

Über die Autorin bzw. den Autor

David Hopkins is the inaugural HSBC Chair in International Leadership, International arm of the Specialist Schools and Academies Trust and the Leadership Centre at the Institute of Education, University of London. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Dean of the Faculty of Education at the University of Nottingham. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. He has previously outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, Routledge / Falmer and Hopkins D (2007) Every School a Great School, Open University Press.