1.

Record Nr.

UNINA9910459016903321

Autore

Arends Richard

Titolo

Teaching for student learning : becoming an accomplished teacher / / Richard I. Arends, Ann Kilcher

Pubbl/distr/stampa

New York : , : Routledge, , 2010

ISBN

1-135-23997-5

1-135-23998-3

1-282-57643-7

9786612576430

0-203-86677-0

Descrizione fisica

1 online resource (452 p.)

Altri autori (Persone)

KilcherAnn

Disciplina

370.711

371.102

Soggetti

Effective teaching

Learning, Psychology of

Teachers - In-service training

Teachers -- In-service training

Effective teaching - In-service training

Teachers

Education

Theory & Practice of Education

Social Sciences

Electronic books.

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Description based upon print version of record.

Nota di bibliografia

Includes bibliographical references (pages 393-413) and indexes.

Nota di contenuto

BOOK COVER; TITLE; COPYRIGHT; CONTENTS; FIGURES; TABLES; PREFACE; ACKNOWLEDGMENTS; 1 TEACHING AND LEARNING IN TODAY'S SCHOOLS; Part I: FOUNDATIONS FOR STUDENT LEARNING; 2 HOW STUDENTS LEARN: A PRIMER; 3 MOTIVATION AND STUDENT LEARNING; 4 CURRICULUM DESIGN FOR STUDENT LEARNING; 5 INSTRUCTIONAL DIFFERENTIATION; 6 CLASSROOM ASSESSMENT; Part II: METHODS AND MODELS OF TEACHING; 7 PRESENTATION AND EXPLANATION; 8 DIRECT INSTRUCTION; 9 USING TEXT, THE INTERNET,



AND VISUAL MEDIA TO BUILD BACKGROUND KNOWLEDGE; 10 TEACHING THINKING; 11 CONCEPT AND INQUIRY-BASED TEACHING

12 CASE-BASED TEACHING AND JURISPRUDENTIAL INQUIRY13 COOPERATIVE LEARNING; 14 PROBLEM-BASED LEARNING; Part III: SCHOOL-WIDE CONDITIONS FOR STUDENT LEARNING; 15 SCHOOL CHANGE AND TEACHER LEARNING; NOTES; GLOSSARY; REFERENCES; AUTHOR INDEX; SUBJECT INDEX

Sommario/riassunto

Teaching for Student Learning: Becoming an Accomplished Teacher shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching. It emphasizes how accomplished teachers gradually acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning. The book's content stems from three major fields of study: 1) theories and research on how people learn, including new insights from the cognitive and neurosciences; 2) research on classroom practices shown to have the great