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Teaching for Understanding : What it is and How to Do it.
Why does understanding really matter? Why do some learners fail to understand? At a time when league tables can be everything, examination grades matter. Perhaps more than many would admit, the cost is a lack of understanding. The new edition of Teaching for Understanding provides practical advice a...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken : Francis,
Taylor & amp ;
2011.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Teaching for Understanding What it is and how to do it; Copyright; Contents; List of figures; Preface; Chapter 1 Quality counts; " why a concern for understanding?; " a thumbnail sketch of some underlying ideas; " the structure of the book; Chapter 2 Understanding: a worthwhile goal; " what does understanding offer?; " understanding as a common educational goal; " a worthwhile goal but a secondary concern; Chapter 3 The nature of understanding; " mental connections and structures; " different kinds of understanding; " understandings in various subjects.
- "some other differences in understandings" providing support for understanding; Chapter 4 Making connections; " constructing a mental representation; " working memory; " the undermind; " constraints on constructing understandings; " reconstructed knowledge; Chapter 5 Mental engagement; " a teaching orientation; " mental engagement; " explanation; " questioning; " forced prediction; " game-like activities; " reducing processing load; " supporting mental processes; " supporting particular kinds of understanding; " practice and theory; Chapter 6 Something to think with; " representations.
- "graphic organizers" analogies; " the effect of analogies; " kinds of analogy; " analogy and understanding; " bridging analogies; " using analogies to change perspectives; " limitations of support from analogies; " preparing to offer an analogy; Chapter 7 Surrogate teachers; " the surrogate teacher analogy; " text as teacher; " supporting understanding with text; " text and teaching; " supporting understanding with information and communication technology (ICT); " ICT and teaching; Chapter 8 Failing to understand; " failure to understand; " origins of misconceptions.
- "theories about dealing with misconceptions" strategies for dealing with misconceptions; " failing to be creative; " emotions matter too; Chapter 9 The total learning environment; " more than one hurdle; " the total mental environment; " learning behaviours; " providing an environment conducive to productive thought; " distance education and e-learning environments to foster understanding; Chapter 10 Knowing what counts; " conceptions of learning; " children's conceptions of understanding; " older learners' conceptions of understanding.
- "teachers' conceptions of understanding and creative thought" conceptions of learning are learned; Chapter 11 Motivated to understand; " motivation to learn; " accounts of learning motivation; " values; " expectancy; " emotions; " implications for supporting understanding; Chapter 12 The self-regulation of learning; " the self-regulation of learning; " examples of self-regulatory strategies; " the practice of conscious self-regulation; " the development of metacognition; " learning to learn; " self-regulation and motivation; Chapter 13 Evaluating understanding; " an inescapable condition.