Using cognitive methods in the classroom:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London u.a.
Routledge
1993
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 195 S. Ill. |
| ISBN: | 0415068355 0415068363 |
Internformat
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| 100 | 1 | |a Ashman, Adrian F. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Using cognitive methods in the classroom |c Adrian F. Ashman and Robert N. F. Conway |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a London u.a. |b Routledge |c 1993 | |
| 300 | |a XV, 195 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Apprentissage, Psychologie de l' | |
| 650 | 7 | |a Didactiek |2 gtt | |
| 650 | 4 | |a Enseignement | |
| 650 | 4 | |a Pédagogie | |
| 650 | 4 | |a Relations maîtres-élèves | |
| 650 | 4 | |a Salles de classe - Environnement | |
| 650 | 4 | |a Classroom environment | |
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 4 | |a Teacher-student relationships | |
| 650 | 4 | |a Teaching | |
| 650 | 0 | 7 | |a Kognitiver Prozess |0 (DE-588)4140177-3 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Unterricht |0 (DE-588)4062005-0 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Kognitiver Prozess |0 (DE-588)4140177-3 |D s |
| 689 | 0 | 1 | |a Unterricht |0 (DE-588)4062005-0 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Conway, Robert N. |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804121439767363584 |
|---|---|
| adam_text | Contents
List of figures viii
List of tables ix
List of boxes x
Preface xiii
1 Emerging educational technologies 1
The curriculum and teaching practice 2
The teaching profession and teaching practice 4
Four important programme criteria 6
What PBI is designed to achieve 10
The bases of PBI 10
The educational objectives of PBI 12
What teachers have said about PBI 14
Using PBI with your students 14
Why Process-Based Instruction ? 15
Summary 15
2 Classroom dynamics 16
Learner factors 17
Content factors 21
Classroom setting factors 23
Instructor factors 28
Summary 31
3 Human learning and problem-solving 32
What is learning? 32
What is cognition? 33
77;e ro/e of cognitive research in education 37
//awe cognitive education programmes worked? 41
W^j Process-Based Instruction was developed 46
Problem-solving and planning 46
7 e nature of planning 49
Summary 54
vi Contents
4 An overview of the PBI model 55
The PBI model 56
Phases of the PBImodel 58
PBIplans 61
Summary 73
5 Preparing to use PBI 75
Student considerations 76
Curriculum and teaching strategies 78
Teaching strategies 84
Incorporating planning across grades 86
PBI and integration 87
When to use, and when not to use, a plan 88
Adapting PBI plans to your situation 89
Making your first plan 90
Summary 94
6 Starting PBI in the classroom 95
The introduction phase 95
The establishment phase 105
Refining plans for classroom use 108
Using PBI flexibly 113
Summary 116
7 Maintaining PBI in the classroom 117
The consolidation phase 117
The incorporation phase 123
Summary 126
8 Plans in the social and affective domains 127
The PBI model and behaviour change 129
Criteria for PBI behaviour plans 130
Plans for the social and affective domains 132
Implementing a programme for behaviour change 133
Maintaining PBI behaviour management plans 138
Summary 138
9 Applications of PBI for school personnel 139
The use of PBI by individual teachers 139
The use of PBI by resource/remedial teachers 140
Whole-school approaches to PBI 141
Coordinators and consultants 141
Staff development within the school 144
Applying PBI in the home 150
Summary 152
Contents vii
10 Trouble-shooting in PBI 153
A positive disposition to classroom change 153
Maintaining progress 154
Regaining the initiative 155
Trouble in getting started 155
Solutions to some common problems with plans 157
A closer look at the situation 161
Focusing on curriculum content 162
Focusing on the student 164
Focusing on teaching strategies 167
Summary 176
Notes 177
References 180
Appendix 185
Index 189
Figures
1.1 A graphic illustration of factors into which new educational
technologies must fit 3
1.2 Influences on student learning outcomes 6
2.1 Three factor groups associated with learning and problem-
solving performance 17
2.2 The effect of changes in competencies associated with learning
and problem-solving performance 21
3.1 A diagrammatic representation of the relationship between
executive control processes and information-processing
activities using a task involving the learning of the periodic
table of elements in chemistry 36
3.2 A representation of a hierarchy of strategies 45
4.1 The teaching—learning phases, and their foci, involved in PBI 57
4.2 A graphic representation of the teaching-learning strategy
cycle within the Introduction of plans phase 61
6.1 Relationship between the introduction and other phases of the
PBI model 96
6.2 Relationship between the establishment and other phases in the
PBI model 105
7.1 Relationship between the consolidation and other phases of the
PBI model 118
7.2 Relationship between incorporation and the other PBI phases 123
10.1 A model for overcoming blockages in the PBI process 156
Tables
3.1 A list of problem-solving competencies and processes 48
3.2 Generalizable problem-solving procedures 48
4.1 The four teaching-learning phases of the PBI model 57
4.2 The key components of a PBI plan 63
4.3 A summary of the ways in which plans can be made 66
5.1 Categories of learners for any specific curriculum task 77
5.2 Planning goals across grades 86
5.3 A short PBI plan checklist 93
6.1 A checklist for orientation 98
6.2 Using a teacher-made plan to introduce PBI plans 102
6.3 Using a student-teacher plan to introduce PBI plans 102
6.4 A checklist for the introduction phase 104
6.5 Checklist for establishment phase 115
7.1 A checklist for skills developed during the consolidation phase 122
7.2 Checklist of skills to be demonstrated in the incorporation phase 126
Boxes
1.1 Some comments by teachers about Process-Based Instruction 13
2.1 What do we know about Christmas ? 18
2.2 A mismatch of learner and content factors 22
2.3 A mismatch of learner and classroom setting factors 27
3.1 Cognitive behavioural instruction through verbal
self-instruction training 39
3.2 Strategies Program for Effective Learning/Thinking (SPELT):
an outline 39
3.3 An example of a differentiated plan 53
4.1 A plan for writing a paragraph 64
4.2 A jointly-prepared PBI plan for writing and punctuating a sentence 65
4.3 A plan for two-column addition 67
4.4 Example of a plan using drawings - Our trip to the zoo 68
4.5 A plan for subtracting with trading 70
4.6 A young student s plan for cleaning the dog 72
4.7 An example of a teacher-made plan and a PBI plan for an
arithmetic task 73
5.1 A PBI plan for sounding words 79
5.2 Plan for calculating area 80
5.3 A PBI plan for a description of an Australian animal 81
5.4 A PBI plan for sandwich-making 82
5.5 A PBI plan for preparing an essay 83
5.6 How to do homework 84
5.7 A PBI plan for putting shoes away 85
5.8 A plan to make initial plans as a teacher 90
6.1 Which boy had a plan? 97
6.2 Modes of introducing PBI plans to students 99
6.3 Incorporating the four components within a visual plan 101
6.4 Developing a student/teacher-made plan for finding the
area of a shape 103
6.5 An outline of a lesson in which a PBI plan was developed
for finding project information 106
Boxes xi
6.6 Robyn s initial plan for writing a story 110
6.7 Robyn s amended plan for writing a story 111
6.8 A teacher s plan for multiplication 112
6.9 A plan for writing a business letter 113
7.1 A plan for writing a summary of ideas from library research 119
7.2 Two plans for comparing plant growth 120
7.3 A generalized plan for homework 120
7.4 Example of the generalization of a plan for mathematics
problems 121
7.5 Reducing plans 122
7.6 A general organizational framework plan 125
8.1 Levels approach to whole school discipline 131
8.2 Development of a plan for managing behaviour 134
8.3 My plan 137
9.1 A plan devised by a parent and her two children 151
9.2 Some comments on the effectiveness of a home-based PBI
programme 152
10.1 Putting an egg in a bottle 159
10.2 Worksheet incorporating an evaluation of a student s planning
skills 175
|
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| isbn | 0415068355 0415068363 |
| language | English |
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| spelling | Ashman, Adrian F. Verfasser aut Using cognitive methods in the classroom Adrian F. Ashman and Robert N. F. Conway 1. publ. London u.a. Routledge 1993 XV, 195 S. Ill. txt rdacontent n rdamedia nc rdacarrier Apprentissage, Psychologie de l' Didactiek gtt Enseignement Pédagogie Relations maîtres-élèves Salles de classe - Environnement Classroom environment Learning, Psychology of Teacher-student relationships Teaching Kognitiver Prozess (DE-588)4140177-3 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Kognitiver Prozess (DE-588)4140177-3 s Unterricht (DE-588)4062005-0 s DE-604 Conway, Robert N. Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=004628708&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Ashman, Adrian F. Conway, Robert N. Using cognitive methods in the classroom Apprentissage, Psychologie de l' Didactiek gtt Enseignement Pédagogie Relations maîtres-élèves Salles de classe - Environnement Classroom environment Learning, Psychology of Teacher-student relationships Teaching Kognitiver Prozess (DE-588)4140177-3 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4140177-3 (DE-588)4062005-0 |
| title | Using cognitive methods in the classroom |
| title_auth | Using cognitive methods in the classroom |
| title_exact_search | Using cognitive methods in the classroom |
| title_full | Using cognitive methods in the classroom Adrian F. Ashman and Robert N. F. Conway |
| title_fullStr | Using cognitive methods in the classroom Adrian F. Ashman and Robert N. F. Conway |
| title_full_unstemmed | Using cognitive methods in the classroom Adrian F. Ashman and Robert N. F. Conway |
| title_short | Using cognitive methods in the classroom |
| title_sort | using cognitive methods in the classroom |
| topic | Apprentissage, Psychologie de l' Didactiek gtt Enseignement Pédagogie Relations maîtres-élèves Salles de classe - Environnement Classroom environment Learning, Psychology of Teacher-student relationships Teaching Kognitiver Prozess (DE-588)4140177-3 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Apprentissage, Psychologie de l' Didactiek Enseignement Pédagogie Relations maîtres-élèves Salles de classe - Environnement Classroom environment Learning, Psychology of Teacher-student relationships Teaching Kognitiver Prozess Unterricht |
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