Small Teaching: Everyday Lessons from the Science of Learning

James M. Lang

ISBN 10: 1118944496 / ISBN 13: 9781118944493

Verlag: Jossey-Bass, USA, 2016

Beschreibung

Research into how we learn can help facilitate better student learning if we know how to apply it. Small Teaching fills the gap in higher education literature between the primary research in cognitive theory and the classroom environment. In this book, James Lang presents a strategy for improving student learning with a series of small but powerful changes that make a big difference-many of which can be put into practice in a single class period. These are simple interventions that can be integrated into pre-existing techniques, along with clear descriptions of how to do so. Inside, you ll find brief classroom or online learning activities, one-time interventions, and small modifications in course design or student communication. 259 pages. Quantity Available: 1. Shipped Weight: 1-2 kilos. Category: Education; Education; ISBN/EAN: 9781118944493. Inventory No: 264878.

Bestandsnummer des Verkäufers 264878

Bibliografische Details

• Titel: Small Teaching: Everyday Lessons from the Science of Learning
• Verlag: Jossey-Bass, USA
• Erscheinungsjahr: 2016
• Sprache: Englisch
• ISBN-10: 1118944496
• ISBN-13: 9781118944493
• Einband: Hardcover
• Auflage: First Edition.
• Zustand: Very Good
• Zustand des Schutzumschlags: Very Good
• Verkäuferkataloge:
  • Education

Über diesen Titel

Inhaltsangabe

Employ cognitive theory in the classroom every day

Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference―many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example:

• How does one become good at retrieving knowledge from memory?
• How does making predictions now help us learn in the future?
• How do instructors instill fixed or growth mindsets in their students?

Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.

Über die Autorin bzw. den Autor

JAMES M. LANG is director of the Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of On Course: A Week- by-Week Guide to Your First Semester of College Teaching and Cheating Lessons: Learning from Academic Dishonesty as well as a monthly column for The Chronicle of Higher Education. His website is www.jamesmlang.com.