Learn to teach: teach to learn
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Port Melbourne, Australia
Cambridge University Press
2015
|
| Ausgabe: | first published |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xi, 202 Seiten Illustrationen |
| ISBN: | 9781107647190 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
INTRODUCTION 1
What do you need to know, to teach well? 2
Why another textbook? 3
Why do people believe things? 4
Cognitive bias 5
The science of infant feeding 6
The place of values 8
The book 9
CHAPTER 1 IDEAS THAT SHAPE THINKING ABOUT TEACHING AND LEARNING 11
Chapter objectives 11
Introduction 12
Psychology s contribution: A brief history 13
The little scientists: Inquiry learning 21
New and improved: Beware of gurus 22
Other ideas that influence education: The social context of teaching 24
The really big picture: Education and culture 29
Further reading 29
CHAPTER 2 CULTURE AND EDUCATION 30
Chapter objectives 30
Introduction: What do we value? 31
Mary Douglas s cultural theory 31
English-speaking cultures 34
Schools in a competitive world 35
Devolving responsibility to schools 35
Inside schools: Which culture? 37
Choice: Is more better? 39
Choice in schools 39
Personalised learning 40
Vll
Contents
Competition 41
An important role for teachers 45
Further reading 47
CHAPTER 3 NATURAL PEDAGOGY 48
Chapter objectives 48
Introduction: Nature and nurture - yes, again 49
What makes us human? 49
The role of culture: Vygotsky 51
Cognitive tools 51
The role of schooling 53
Language: The ultimate cognitive tool 54
The Zone of Proximal Development 57
School and culture 60
The costs to children of segregation 61
We are all teachers now 61
We have always all been teachers 62
Further reading 63
CHAPTER 4 INTELLIGENCE 64
Chapter objectives 64
Introduction 65
The first of the names: Francis Galton
Alfred Binet ^
David Wechsler
Culture fair tests 69
70
One ability or many?
70
Charles Spearman
71
Louis Thurstone and primary mental abilities
72
J P Guilford and lots of mental abilities
73
Raymond Cattell
73
The Cattell-Horn֊Carroll model of cognitive ability: There is a g
74
IQ: The dark side
Robert Sternberg 74
The Flynn effect 75
Group differences 77
The curious case of mathematics 78
The Flynn effect and cognitive tools 78
Other consequences of the Flynn effect 79
What about Multiple Intelligences? 79
There is a g, but what exactly is that? 81
Further reading 81
CHAPTER 5 COGNITIVE TOOLS IN THE CLASSROOM 82
Chapter objectives 82
Introduction 83
Structures and processes 83
Sensory memory 83
Working memory 84
Working memory in the classroom 86
Working memory and intelligence: At last we track down g 88
Long-term memory 89
Brain building 94
School improves memory too 95
Further reading 95
CHAPTER 6 MEMORY PROCESSES: MAKING IT STICK 97
Chapter objectives 97
Introduction: May I have your attention? 98
Attention and memory 98
Remembering 99
Ideas for avoiding Luigi moments : Storytelling 102
Look it up on the Web?: Teaching facts 103
The role of repetition 104
Massed versus distributed practice 105
Meta-memory 106
Growing memory 109
Contents
Increasing memory capacity 110
Further reading 112
CHAPTER 7 NON-COGNITIVE FACTORS IN SCHOOL SUCCESS 113
Chapter objectives 113
Introduction: More to success 114
Explaining people and their actions 115
Attribution theory 115
Patterns of attribution 115
Stereotype threat 110
Carol Dweck and mindsets 120
Giftedness 121
Some more cross-cultural observations: Potentials and limits 122
Avoiding the fixed mindset: Hanning by praising 123
Meanwhile, back in the Anglosphere: Achievement and ability 124
Other non-cognitive factors in success 125
Other labels to be wary of 125
Further reading 120
CHAPTER 8 EXPERTS AND NOVICES 130
Chapter objectives 130
Introduction 131
Researching the transformation of novice to expert 131
Models of the development of expertise 133
Propositional and procedural knowledge 137
Developing other aspects of teaching expertise 138
The knowledge base of teaching 140
Your development as a thinker and a practitioner: Perry s
theory of intellectual and ethical development 141
Your students are novices too 143
Thinking skills, creativity and other higher order attributes 143
Bloom s Taxonomy 144
How to build expertise 148
Further reading 148
149
149
150
150
152
153
154
155
161
162
162
165
165
166
167
167
168
169
169
172
173
174
176
178
181
182
183
184
187
188
197
TEACHING UNPLUGGED: TALK FOR LEARNING
Chapter objectives
Introduction
Social psychology in the classroom
Nurturing autonomy: Knowing when to let go
Talk for learning
Classroom talk
The Five Nations Study: An international study of
teaching and learning
Where dialogue is practised
What children currently learn
What children could learn
I did it myself?
Dialogic teaching, again
Further reading
ASSESSMENT AND FEEDBACK: TEACHING S ENGINE ROOM
Chapter objectives
Introduction
Assessment
Types of assessment
Designing assessment: The first steps
Validity and reliability
Reliability
Rubrics
Assessing teaching: An example of rubrics in action
Normative and criterion-referenced assessment
Student involvement in assessment
Feedback
Level of feedback: Not all feedback is equal
Further reading
Learn to Teach
Teach, to Learn
Learn to Teach explores the most up-to-date findings on how children learn
in order to help teachers create effective learning environments and plan for
teaching.
Drawing on a neo-Vygotskian approach to learning, Learn to Teach covers the
purpose of education; socio-cultural approaches to human cognition; attention
and intelligence as cognitive tools; and the role of mindsets, memory and
language in learning. It promotes the idea that the mind is a cultural product and
that education is best understood as fostering the development of valued cognitive
tools appropriate for the 21st century.
To provide readers with a holistic understanding of learning, the book
explores the significant contributions to the study of learning and teaching from
psychologists, sociologists and cultural theorists. Readers are encouraged to
critically engage with - and challenge - some of the prevailing learning theories in
order to better understand their students.
Each chapter features classroom observation exercises, discussion questions
and links to further reading.
Lively, engaging and thought provoking, this is a must read for pre-service
teachers and anyone interested in developing a comprehensive understanding of
learning.
Catherine Scott is a Senior Lecturer in the Melbourne Graduate School of
Education at the University of Melbourne. She is a registered psychologist and has
spent the past three decades researching and teaching developmental, social and
cognitive psychology in a variety of universities, both in Australia and overseas.
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| title | Learn to teach teach to learn |
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