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Author: John Tomsett Publisher: John Catt ISBN: 1914351037 Category : Education Languages : en Pages : 253
Book Description
In 1991 Allan Collins, John Seely Brown and Ann Holum published 'Cognitive Apprenticeship: Making Thinking Visible'. Nearly a quarter of a century later John Tomsett encountered their paper and since then, it has influenced his teaching immeasurably. Collins et al. believed that 'domain (subject) knowledge ... provides insufficient clues for many students about how to actually go about solving problems and carrying out tasks in a domain'. They believed that you had to make expert subject thinking visible to students. Consequently, Tomsett developed a number of techniques which made his expert subject thinking visible to his students, to great effect. Beyond his own practice, the principles behind Collins et al’s paper have been woven throughout Huntington School in York, where Tomsett is headteacher, a research school whose teachers are committed to developing evidence-informed classroom practice. In this book, a number of Huntington School teachers discuss, in a series of brief essays, what they consider to be the expert thought processes specific to their individual subject domains. They explain in detail how they use cognitive apprenticeship techniques 'in action' to make their disciplinary thinking visible and help their students learn those same expert thought processes. This book is a priceless contribution to the current debate about the curriculum and how it is taught in our schools.
Author: John Tomsett Publisher: John Catt ISBN: 1914351037 Category : Education Languages : en Pages : 253
Book Description
In 1991 Allan Collins, John Seely Brown and Ann Holum published 'Cognitive Apprenticeship: Making Thinking Visible'. Nearly a quarter of a century later John Tomsett encountered their paper and since then, it has influenced his teaching immeasurably. Collins et al. believed that 'domain (subject) knowledge ... provides insufficient clues for many students about how to actually go about solving problems and carrying out tasks in a domain'. They believed that you had to make expert subject thinking visible to students. Consequently, Tomsett developed a number of techniques which made his expert subject thinking visible to his students, to great effect. Beyond his own practice, the principles behind Collins et al’s paper have been woven throughout Huntington School in York, where Tomsett is headteacher, a research school whose teachers are committed to developing evidence-informed classroom practice. In this book, a number of Huntington School teachers discuss, in a series of brief essays, what they consider to be the expert thought processes specific to their individual subject domains. They explain in detail how they use cognitive apprenticeship techniques 'in action' to make their disciplinary thinking visible and help their students learn those same expert thought processes. This book is a priceless contribution to the current debate about the curriculum and how it is taught in our schools.
Author: John Tomsett Publisher: In Action Series ISBN: 9781913622435 Category : Languages : en Pages : 160
Book Description
In 1991 Allan Collins, John Seely Brown and Ann Holum published 'Cognitive Apprenticeship: Making Thinking Visible'. Nearly a quarter of a century later John Tomsett encountered their paper and since then, it has influenced his teaching immeasurably. Collins et al. believed that 'domain (subject) knowledge ... provides insufficient clues for many students about how to actually go about solving problems and carrying out tasks in a domain'. They believed that you had to make expert subject thinking visible to students. Consequently, Tomsett developed a number of techniques which made his expert subject thinking visible to his students, to great effect. Beyond his own practice, the principles behind Collins et al's paper have been woven throughout Huntington School in York, where Tomsett is headteacher, a research school whose teachers are committed to developing evidence-informed classroom practice. In this book, the latest in the 'In Action' series, a number of Huntington School teachers discuss what they consider to be the expert thought processes specific to their individual subject domains. They explain in detail how they use cognitive apprenticeship techniques 'in action' to make their disciplinary thinking visible and help their students learn those same expert thought processes. This book is a priceless contribution to the current debate about the curriculum and how it is taught in our schools.
Author: Stanley Woll Publisher: Psychology Press ISBN: 1135693781 Category : Psychology Languages : en Pages : 729
Book Description
Appropriate as a textbook for courses in cognitive psychology or social cognition, Everyday Thinking reviews the rapidly growing literature on cognition in naturalistic settings. It differs from other textbooks in that, where possible, it focuses on thinking in real-world settings rather than in controlled laboratory settings and provides detailed treatments of each of the following topics: * how we form impressions of and represent persons in memory; * how we recognize and represent faces; * how we reason in our day-to-day lives and go about solving everyday problems; * how we make judgments and decisions; * how we encode memories of events--both for future action and for our own life histories; and * what are some of the implications of everyday knowledge and cognition for education and instruction. This book presents the theoretical positions and research evidence on each of these topics and examines the generally unexplored connections among them. As a result, this book presents the study of cognition in a more relevant form and in a context that readers can more readily apply to their own lives.
Author: Cat Chowdhary Publisher: Taylor & Francis ISBN: 1000836797 Category : Education Languages : en Pages : 175
Book Description
What distinguishes an Outstanding Teacher? A question asked in numerous interviews - and one that's much easier to ask than to answer. Many teachers will admit they don’t actually know what ‘Outstanding’ looks like. It's not about creating jazz hands lessons for a one-off observation, through 'prepping, stressing and box-ticking'. It isn’t something that can be achieved in a single lesson. It is a craft that needs developing like any other skill. This guide expands on previous works by discussing long-term development, the benefits of embedding skills, learner attributes and the impact of COVID. Influenced by John Hattie's Visible Learning research, So...What does an Outstanding Teacher Do? provides practical guidance and opportunities for self-reflection for teachers who want to maximise their positive impact on students’ learning. Areas covered include: Feedback Student voice Self-regulation Teachers working collectively Differentiated learning objectives SOLO Taxonomy Questioning and observation Chowdhary provides teachers with recommendations for enhancing practice that easily apply to any classroom, regardless of their subject, speciality or position. Whether you are a PGCE Student, an ECT or a practising teacher, this book is a practical and accessible guide for any teacher who aspires to maximise their positive impact and become truly outstanding.
Author: Stephen Billett Publisher: Springer ISBN: 9401789029 Category : Education Languages : en Pages : 1378
Book Description
The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.
Author: Ramsay-Jordan, Natasha N. Publisher: IGI Global ISBN: Category : Education Languages : en Pages : 388
Book Description
In today's educational landscape, a pressing issue looms: deeply entrenched within the system are the prevailing cultural norms that have historically perpetuated the dominance of white, middle-class values. This has, in turn, marginalized and stigmatized traditionally underrepresented student cultures as inherently deficient. As the United States educational system grapples with a dramatic increase in low-income, non-white, and linguistically diverse students, now is the time to confront these inequalities that undermine student achievement. This challenge has thrust teachers into the forefront, compelling them to embrace social justice practices in their classrooms as counternarratives. Supporting Activist Practices in Education emerges as a timely and essential solution to address this educational conundrum. Within the pages of this book, a compelling narrative unfoldsone that delves deep into the experiences of educators who actively employ teaching as a form of activism, transcending traditional norms. Teaching through activism, as defined in this volume, represents the courageous actions of educators who champion participatory citizenship for social justice within their classrooms, nurturing environments that foster critical thinking about the world. This book emphasizes the imperative of challenging and dismantling systemic injustices, and it underscores the pivotal role of social justice as a framework for effective pedagogical practices.
Author: Garrison W. Cottrell Publisher: Routledge ISBN: 1317729471 Category : Psychology Languages : en Pages : 904
Book Description
This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 18th annual meeting of the Cognitive Science Society. Papers have been loosely grouped by topic, and an author index is provided in the back. In hopes of facilitating searches of this work, an electronic index on the Internet's World Wide Web is provided. Titles, authors, and summaries of all the papers published here have been placed in an online database which may be freely searched by anyone. You can reach the Web site at: http://www.cse.ucsd.edu/events/cogsci96/proceedings. You may view the table of contents for this volume on the LEA Web site at: http://www.erlbaum.com.
Author: Bill Atweh Publisher: Routledge ISBN: 1134694938 Category : Education Languages : en Pages : 377
Book Description
This book presents a collection of stories from action research projects in schools and a university. This collection is more than simply an illustration of the scope of action research in education - it shows how projects that differ on a variety of dimensions can raise similar themes, problems and issues. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as: * school environment - how to make a school a healthier place to be * parents - how to involve them more in decision-making * students as action researchers * a state system - a collaborative effort between university staff and a state education department * gender - how to promote gender equity in schools * improving assessment in the social sciences * staff development planning * doing a PhD through action research * writing up action research projects.
Author: Paul A. Kirschner Publisher: Routledge ISBN: 9780429061523 Category : Education Languages : en Pages : 310
Book Description
"How Learning Happens introduces 28 giants of educational research and their findings on how we learn and what we need to learn effectively, efficiently and enjoyably. Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today"--
Author: John Tomsett
Author: John Tomsett
Author: John Tomsett
Author: Stanley Woll
Author: Cat Chowdhary
Author: Stephen Billett
Author: Ramsay-Jordan, Natasha N.
Author: Gerry Stahl
Author: Garrison W. Cottrell
Author: Bill Atweh
Author: Paul A. Kirschner