Teaching/Practice PDF Download

Author: Jonathan Sergison
Publisher: Park Publishing (WI)
ISBN: 9783038601135
Category : Architecture
Languages : en
Pages : 0

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Book Description
"This book explores the overlapping relationship between Jonathan Sergison's teaching studio at the Accademia di architettura, Mendrisio, and his work in practice at Sergison Bates architects, London and Zurich"--Page 4 of cover

Author: Zaretta Hammond
Publisher: Corwin Press
ISBN: 1483308022
Category : Education
Languages : en
Pages : 290

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Book Description
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Author: Pam Grossman
Publisher: Harvard Education Press
ISBN: 1682531899
Category : Education
Languages : en
Pages : 243

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Book Description
In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells

Author: Jack C. Richards
Publisher: Cambridge University Press
ISBN: 1107378133
Category : Foreign Language Study
Languages : en
Pages : 193

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Book Description
Written for language teachers in training, this book surveys issues and procedures in conducting practice teaching. Written for language teachers in training at the diploma, undergraduate, or graduate level, Practice Teaching, A Reflective Approach surveys issues and procedures in conducting practice teaching. The book adopts a reflective approach to practice teaching and shows student teachers how to explore and reflect on the nature of language teaching and their own approaches to teaching through their experience of practice teaching.

Author: Jonathan Sergison
Publisher:
ISBN:
Category : Architecture
Languages : en
Pages : 184

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Book Description
This book is a collection of illustrated papers by British architects Jonathan Sergison and Stephen Bates written between 2002 and 2007. Writing, like drawing and talking together, supports their collaborative and creative work, providing as it does a tangible reference point for communication and in the search for shared objectives. Although each of the papers included in this volume was written by one of the architects, they acknowledge shared authorship of their content and objective. In the preparation of each paper, the observer acts as a friendly critic to the write, integral to the process and supportive of the exploration of personal and shared experience. Some of theses papers wrere written as a result of self-imposed discipline, others were prepared as lectures, to support their teaching practice, to highlight a particular theme or encourage a way of looking at something. Others were written as contributions towards symposia, conferences and publications, or in response to invitations to speak publicly about their work. In some cases, a lecture based on notes and images has been subsuquently developed for publication. This results in a rich mix in terms of contet, lenght, structure and character. The twenty papers are organised thematically and chronologically within each section, addressing reflections on their own position within architectural discourse, on the process of making buildings, on some of the ideas that recur in their work and on aspects of place.

Author: Bree Picower
Publisher: Routledge
ISBN: 0415895391
Category : Education
Languages : en
Pages : 154

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Book Description
Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers' sense of social justice and activism at various stages of their careers.

Author: Maryellen Weimer
Publisher: John Wiley & Sons
ISBN: 0470366419
Category : Education
Languages : en
Pages : 288

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Book Description
In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.

Author: Roger Gower
Publisher: Macmillan
ISBN: 9780435240592
Category : English language
Languages : en
Pages : 215

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Book Description
A reference book for EFL teachers in training. The book has been revised and updated in line with changes in teacher training, and reflects the Cambridge / RSA CTEFLA assessment guidelines.

Author: Andrew Pollard
Publisher: A&C Black
ISBN: 9780826473950
Category : Education
Languages : en
Pages : 540

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Book Description
Reflective Teaching is the definitive textbook for reflective classroom professionalism. It offers support for trainee teachers, mentors, newly qualified teachers and for continuous professional development. This second edition has been revised and updated to enhance classroom use.

Author: Tony Ghaye
Publisher: Routledge
ISBN: 1136842527
Category : Education
Languages : en
Pages : 332

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Book Description
Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions: What’s working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.