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A fresh updated version characterized by research-based teaching techniques that can easily apply faculty to any discipline
How we learn, can do research on how better students can be learned, if we know how to apply it. Small teaching fills the difference in higher education literature between cognitive theory and primary research in the classroom environment. In this book, James Lang has presented a strategy to improve student learning with a series of small but powerful changes that create a big difference, of which can be kept in practice in the same orbit period. These are simple intervention that can be integrated into pre -existing techniques, as well as with clear details of how to do so. Inside, you will find short -class or online learning activities, one -time intervention and course design or small amendment in student communication. These small twics will bring your class to align with the latest evidence in cognitive research.
Each chapter introduces a basic concept in cognitive research that has implications for classroom teaching, explains the arguments to introduce it within a specific time period, and then how this intervention has been used or can be used by faculty in different types of subjects, provides solid examples. The second version includes modified and updated materials, including a new writer’s preamble, new examples and techniques, including updated research and updated resources.
How can you create a small tweet in your teaching to bring the latest cognitive science to the classroom? How can you help students to become good in gaining knowledge from memory? Doing predictions now help us learn in future? How can you build a community in class?
Higher Education Faculty and Administrator, as well as K-12 teachers and teacher instructors, will prefer easy-to-the-to-effect, evidence-based techniques in small teaching.
Publisher
Should be in small teaching principles:
Foundation in learning science
Fortunately, in the last decade or two learning scientists have begun to present conclusions in subjects in forms that are accessible to non-experts. Recent books describe the results of research in neurosciences and cognitive theory that clearly describe their implications for teachers and learners.
Demonstrate
The principles selected to this book get solid support from almost all of the experimental research of one type or another; They originate from laboratories of neuroscientists, biologists and psychologists. However, they also needed published accounts of experiments or qualitative research, shown that theory could make a positive positive difference for students learning, performance, retention or well -being.
Direct observation in teaching or learning environment
Most chapters of the book begin with an example of how each theory worked in real -world learning scenarios. Some of these observation were made by the author from his life or while learning experiences from his students and children’s lives. These personal examples provide information about how small teaching can be applied in classes of all types and sizes.
Publisher: Josi-Bas
Publication date: August 24, 2021
Edition: Second
language English
Print Length: 288 pages
ISBN -10: 1119755549
ISBN -13: 978-119755548
Items Weight: 2.31 pounds
Dimensions: 6.2 x 1.1 x 9.2 inch
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