Powerful Teaching

Höfundar: Pooja K. Agarwal; Patrice M. Bain (Útgáfa: 1)
Powerful Teaching

Kaup valmöguleikar

Virkjaðu öflugri kennslu og vísindi námsins í skólastofunni þinni. Powerful Teaching: Unleash the Science of Learning gerir kennurum kleift að nýta öguðum rannsóknum á því hvernig nemendur læra. Hugfræðingurinn Pooja K. Agarwal og reyndi kennarinn Patrice M. Bain þýða rannsóknir hugfræðinnar yfir á mál skólastofunnar og sýna hvernig beita má vísindum námsins í raun.

Þetta hagnýta rit er fullt af gagnreyndum aðferðum sem auðvelt er að innleiða á innan við mínútu, án aukins undirbúnings, aukinnar yfirferðar eða aukins kostnaðar. Rannsóknir sýna að þessar aðferðir hækka námsárangur um heilan bókstaf eða meira, efla nám fjölbreyttra nemendahópa á öllum skólastigum og í öllum greinum, og dýpka nám og yfirfærslu þekkingar út fyrir skólastofuna.

Bókin byggir á fimmtán ára samstarfi vísindamanns og kennara, á meira en hundrað ára rannsóknum á námi og á reynslu kennara á öllum skólastigum. Höfundarnir veita aðgengilega leiðsögn, skref fyrir skref, um hvernig umbreyta má kennslu með fjórum lykilaðferðum: upprifjun úr minni, dreifðri æfingu, blöndun viðfangsefna og endurgjöf sem eflir sjálfsmat á eigin námi. Þú öðlast djúpan skilning á þessum aðferðum, sérð raunveruleg dæmi um innleiðingu þeirra, skoðar eigin kennsluhætti með gagnrýnum augum og færð verkfæri til að miðla vísindum námsins til nemenda og foreldra.

Nánar um bókina

Útgefandi
Wiley Professional Development (P&T)
ISBN
9781119521839
Print ISBN
9781119521846
Format
ePub
Útgáfa
1
Höfundar
Pooja K. Agarwal; Patrice M. Bain
Tungumál
English
Útgefið
2019-05-13
Prent takmörkun á líftíma
100
Prent takmörkun
10
Afritunar takmörkun
2

Kaflar

  • Cover
  • Endorsements
  • Introduction
  • Chapter 1: Discover the Power Behind Power Tools
  • HOW DID PATRICE'S TEACHING EVOLVE INTO POWERFUL TEACHING?
  • THE FOUR POWER TOOLS: RESEARCH-BASED AND CLASSROOM-PROVEN
  • POWER TOOLS IMPROVE MORE THAN MEMORIZATION
  • POWER TOOLS ARE DESIRABLE DIFFICULTIES THAT ARE GOOD FOR LEARNING
  • WHAT EXACTLY IS THE SCIENCE OF LEARNING AND COGNITIVE SCIENCE?
  • WE PRACTICE WHAT WE PREACH AND MODEL BEST PRACTICES
  • NOTES
  • Chapter 2: Build a Foundation with Retrieval Practice
  • THE THREE STAGES OF LEARNING AND THE CRITICAL IMPORTANCE OF RETRIEVAL
  • THE POWER OF RETRIEVAL PRACTICE IN PATRICE'S CLASSROOM
  • THE SCIENCE BEHIND POWER TOOL #1: RETRIEVAL PRACTICE IN THE LABORATORY
  • THE SCIENCE BEHIND POWER TOOL #1: RETRIEVAL PRACTICE IN AUTHENTIC CLASSROOMS
  • HOW TO DEFINE RETRIEVAL PRACTICE IN YOUR CLASSROOM
  • TEN BENEFITS OF RETRIEVAL PRACTICE
  • RETRIEVAL PRACTICE BOOSTS HIGHER-ORDER THINKING AND TRANSFER OF KNOWLEDGE
  • RETRIEVAL PRACTICE IS NOT THE SAME AS FORMATIVE OR SUMMATIVE ASSESSMENTS
  • TAKE RETRIEVAL PRACTICE FROM YOUR CLASSROOM TO YOUR EVERYDAY LIFE
  • NOTES
  • Chapter 3: Empower Teaching with Retrieval Practice Strategies
  • BRAIN DUMPS: WRITE DOWN EVERYTHING YOU CAN REMEMBER
  • TWO THINGS: A QUICK STRATEGY FOR THE BEGINNING, MIDDLE, AND END OF CLASS
  • RETRIEVE-TAKING: A POWERFUL SPIN ON TRADITIONAL NOTE-TAKING
  • RETRIEVAL PRACTICE STRATEGIES IN PATRICE'S CLASSROOM: RETRIEVAL GUIDES AND MINI-QUIZZES
  • RETRIEVAL PRACTICE STRATEGIES IN POOJA'S CLASSROOM: WEEKLY QUIZZES AND STRUCTURED CLASS DISCUSSION
  • THREE SYSTEMS TO BUILD RETRIEVAL ROUTINES INTO YOUR CLASSROOM
  • RESEARCH-BASED TIPS FOR POWERFUL RETRIEVAL PRACTICE STRATEGIES
  • USE RETRIEVAL PRACTICE TO CHALLENGE LEARNING AND SIMPLIFY TEACHING
  • NOTES
  • Chapter 4: Energize Learning with Spacing and Interleaving
  • THE SCIENCE BEHIND POWER TOOL #2: SPACING
  • THE POWER OF SPACING IN PATRICE'S CLASSROOM
  • THE KEY TO SPACING IS FORGETTING (BUT NOT TOO MUCH)
  • THE SCIENCE BEHIND POWER TOOL #3: INTERLEAVING
  • THE POWER OF INTERLEAVING IN PATRICE'S CLASSROOM
  • THE KEY TO INTERLEAVING IS DISCRIMINATION
  • POWERFUL CLASSROOM STRATEGIES FOR INTERLEAVING
  • NOTES
  • Chapter 5: Engage Students with Feedback-Driven Metacognition
  • POWER OF FEEDBACK-DRIVEN METACOGNITION IN PATRICE'S CLASSROOM
  • THE SCIENCE BEHIND POWER TOOL #4: FEEDBACK-DRIVEN METACOGNITION
  • RESEARCH-BASED RECOMMENDATIONS FOR FEEDBACK-DRIVEN METACOGNITION
  • FEEDBACK-DRIVEN METACOGNITION STRATEGIES IN PATRICE'S CLASSROOM
  • FEEDBACK-DRIVEN METACOGNITION STRATEGIES IN POOJA'S CLASSROOM
  • ENGAGE STUDENTS IN FEEDBACK WITH THREE QUICK STRATEGIES
  • NOTES
  • Chapter 6: Combine Power Tools and Harness Your Toolbox
  • THERE'S MORE THAN MEETS THE EYE WHEN HARNESSING YOUR TOOLBOX
  • CUMULATIVE EXAMS ARE NOT THE SAME THING AS SPACING AND INTERLEAVING
  • YOUR COURSE DESIGN DRIVES STUDENTS' TOOLBOXES
  • THE SCIENCE BEHIND COMBINING THE FOUR POWER TOOLS
  • PATRICE'S TOOLBOX FOR POWERFUL TEACHING
  • PRACTICAL STRATEGIES FOR A POWERFUL COMBINATION IN YOUR CLASSROOM
  • CLASSROOM STRATEGIES FOR YOUR POWERFUL TOOLBOX
  • NOTES
  • Chapter 7: Keeping It Real: Use Power Tools to Tackle Challenges, Not Add to Them
  • NINE HESITATIONS, CHALLENGES, AND MOUNTAINS BETWEEN YOU AND POWERFUL TEACHING
  • DO I HAVE TO SPEND MORE TIME PREPARING FOR CLASS IF I USE POWER TOOLS?
  • DO I HAVE TO SPEND MORE TIME GRADING IF I USE POWER TOOLS?
  • WHEN I SPEND TIME USING POWER TOOLS, HOW CAN I COVER THE SAME AMOUNT OF MATERIAL?
  • WILL MY STUDENTS GET LOWER GRADES IF I USE POWER TOOLS?
  • HOW CAN I ADAPT POWER TOOLS FOR DIVERSE STUDENTS FROM A RANGE OF BACKGROUNDS AND ABILITIES?
  • DO I HAVE TO SPEND MONEY ON POWER TOOLS?
  • THERE ARE SO MANY POWER TOOLS. WHERE DO I START?
  • THERE'S A LOT OF STUFF OUT THERE ABOUT “BRAIN-BASED LEARNING.” IS THAT THE SAME THING AS POWER TOOLS?
  • WHEN I USE POWER TOOLS, HOW CAN I FIND SUPPORT BEYOND MY SCHOOL?
  • WHAT IS ONE ADDITIONAL HESITATION OR CHALLENGE YOU HAVE?
  • NOTES
  • Chapter 8: Foster a Supportive Environment: Use Power Tools to Reduce Anxiety and Strengthen Community
  • WHERE DOES STUDENT ANXIETY COME FROM?
  • HOW PATRICE BUILDS A SUPPORTIVE ENVIRONMENT WITH POWER TOOLS
  • DECREASE ANXIETY WITH POWER TOOLS AND RETRIEVAL ROUTINES
  • DECREASE ANXIETY WITH POWER TOOLS BY SPREADING THE WEALTH IN YOUR GRADEBOOK
  • DECREASE ANXIETY WITH RETRIEVAL PRACTICE THAT HAS NO RIGHT OR WRONG ANSWERS
  • NOTES
  • Chapter 9: Spark Conversations with Students About the Science of Learning
  • STEP 1: EMPOWER STUDENTS BY SPARKING A CONVERSATION
  • STEP 2: EMPOWER STUDENTS BY MODELING POWER TOOLS
  • STEP 3: EMPOWER STUDENTS BY FOSTERING AN UNDERSTANDING OF WHY POWER TOOLS WORK
  • STEP 4: EMPOWER STUDENTS TO HARNESS POWER TOOLS INSIDE THE CLASSROOM
  • STEP 5: EMPOWER STUDENTS TO HARNESS POWER TOOLS OUTSIDE THE CLASSROOM
  • STEP 6: EMPOWER STUDENTS TO PLAN, IMPLEMENT, AND REFLECT ON THEIR POWER TOOLS
  • NOTES
  • Chapter 10: Spark Conversations with Parents About the Science of Learning
  • MAKE THE MOST OF THE FEW, BRIEF CONVERSATIONS YOU HAVE WITH PARENTS
  • PATRICE'S EVIDENCE-BASED STRATEGIES PARENTS CAN HARNESS AT HOME
  • RESEARCH SNAPSHOTS TO EMPOWER PARENTS
  • NOTES
  • Chapter 11: Powerful Professional Development for Teachers and Leaders
  • IMPLICATIONS FOR POLICY MAKING, EDUCATOR PREPARATION, AND LEADERSHIP
  • AN INFORMED TEACHER IS A POWERFUL LEADER
  • BECOME A POWERFUL LEADER ON POWER TOOLS
  • USE POWER TOOLS TO MOVE FROM SIT-AND-GET TO GETTING INFORMATION OUT
  • USE POWER TOOLS TO MOVE FROM “ONE-AND-DONE” TO SPACING, INTERLEAVING, AND FEEDBACK
  • CREATE POWERFUL PROFESSIONAL DEVELOPMENT
  • REFLECTIONS TO SPARK POWERFUL CONVERSATIONS
  • POWER TOOL IMPLEMENTATION CHECKLISTS
  • NOTES
  • Chapter 12: Do It Yourself Retrieval Guide
  • INTRODUCTION TO POWERFUL TEACHING
  • CHAPTER 1: DISCOVER THE POWER BEHIND POWER TOOLS
  • CHAPTER 2: BUILD A FOUNDATION WITH RETRIEVAL PRACTICE
  • CHAPTER 3: EMPOWER TEACHING WITH RETRIEVAL PRACTICE STRATEGIES
  • CHAPTER 4: ENERGIZE LEARNING WITH SPACING AND INTERLEAVING
  • CHAPTER 5: ENGAGE STUDENTS WITH FEEDBACK-DRIVEN METACOGNITION
  • CHAPTER 6: COMBINE POWER TOOLS AND HARNESS YOUR TOOLBOX
  • CHAPTER 7: KEEPING IT REAL: USE POWER TOOLS TO TACKLE CHALLENGES, NOT ADD TO THEM
  • CHAPTER 8: FOSTERING A SUPPORTIVE ENVIRONMENT: USE POWER TOOLS TO REDUCE ANXIETY AND STRENGTHEN COMMUNITY
  • CHAPTER 9: SPARK CONVERSATIONS WITH STUDENTS ABOUT THE SCIENCE OF LEARNING
  • CHAPTER 10: SPARK CONVERSATIONS WITH PARENTS ABOUT THE SCIENCE OF LEARNING
  • CHAPTER 11: POWERFUL PROFESSIONAL DEVELOPMENT FOR TEACHERS AND LEADERS
  • CONCLUSION: UNLEASH THE SCIENCE OF LEARNING
  • RETRIEVAL WARM-UPS AND EVERYDAY EXAMPLES
  • Conclusion: Unleash the Science of Learning
  • Acknowledgments
  • POOJA AGARWAL
  • PATRICE BAIN
  • Name Index
  • Subject Index
  • End User License Agreement