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Record Nr. |
UNINA9910348216803321 |
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Titolo |
Metacognition in language learning and teaching / / edited by Åsta Haukås, Camilla Bjørke and Magne Dypedahl |
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Pubbl/distr/stampa |
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New York, NY ; ; London : , : Routledge, Taylor & Francis Group, , 2018 |
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©2018 |
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ISBN |
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1-351-04913-5 |
1-351-04914-3 |
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Descrizione fisica |
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1 online resource (xii, 269 pages) : digital file(s) |
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Collana |
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Routledge studies in applied linguistics |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Metacognition |
Second language acquisition - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Sommario/riassunto |
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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics. |
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2. |
Record Nr. |
UNINA9910813280503321 |
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Autore |
McTighe Jay |
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Titolo |
Upgrade your teaching : understanding by design meets neuroscience / / Jay McTighe, Judy Willis, M.D |
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Pubbl/distr/stampa |
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Alexandria, Virginia USA : , : ASCD, , [2019] |
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�2019 |
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ISBN |
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1-4166-2736-7 |
9781416627364 |
9781416627340 |
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Descrizione fisica |
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1 online resource (187 pages) : illustrations |
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Collana |
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Disciplina |
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Soggetti |
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Learning, Psychology of |
Neurosciences |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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How the brain learns best -- An overview of understanding by design -- Goals : the drivers of everything -- Brain-friendly assessment practices -- Teaching toward AMT -- Brain-sensitive teaching using the whereto model -- Creating a brain-friendly classroom climate. |
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Sommario/riassunto |
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How can educators leverage neuroscience research about how the human brain learns? How can we use this information to improve curriculum, instruction, and assessment so our students achieve deep learning and understanding in all subject areas? Upgrade Your Teaching: Understanding by Design Meets Neuroscience answers these questions by merging insights from neuroscience with Understanding by Design (UbD), the framework used by thousands of educators to craft units of instruction and authentic assessments that emphasize understanding rather than recall. Readers will learn - How the brain processes incoming information and determines what is (or is not) retained as long-term memory; - How brain science reveals factors that influence student motivation and willingness to put forth effort; - How to fully engage all students through relevance and achievable challenge; - How key components of UbD, including backward design, essential questions, and transfer tasks, are supported by research in |
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neuroscience; - Why specific kinds of teaching and assessment strategies are effective in helping students gain the knowledge, skills, and deep understanding they need to succeed in school and beyond; and - How to create a brain-friendly classroom climate that supports lasting learning. Authors Jay McTighe and Judy Willis translate research findings into practical information for everyday use in schools, at all grade levels and in all subject areas. With their guidance, educators at all levels can learn how to design and implement units that empower teachers and students alike to capitalize on the brain's tremendous capacity for learning. |
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