|
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910480282003321 |
|
|
Autore |
Jensen Eric <1950-> |
|
|
Titolo |
Fierce teaching : purpose, passion, and what matters most / / Eric Jenen |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, California : , : Corwin Press, a SAGE Company, , 2009 |
|
©2009 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (121 p.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Teaching |
Effective teaching |
Learning, Psychology of |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Contents; Preface; Acknowledgements; About the Author; Introduction; Fierce Teaching Strategies; Strategy 1: Body and Emotional Connections; Body-Mind Emotional Engagement; Five Key Emotional States; Safety; Vesting; Connection; Alertness; Hope; Summary; Strategy 2: Feedback and Error Correction; The Importance of Feedback; A Case for Feedback Styles; Using Feedback Types; What Makes Feedback Work So Well?; Summary; Strategy 3: Input-to-Output Ratio; Who's Doing the Learning?; The Truth about Time in Learning; Mastery of Material through Time; The Brain's Perspective on Learning |
Limitations in Working MemoryConsolidating the Learning; Hippocampus Overload; Cortical Limitations; How Does the Need for Time Translate into the School Day?; The Importance of Rest Time; Summary; Strategy 4: Elaboration for Depth; What is Elaboration?; Preparation for Elaborative Learning; Elaboration Categories; The "How-to" of Elaboration; Five Elaboration Strategies; Elaboration Alternatives; Summary; Strategy 5: Recall and Memory Management; What Makes Purposeful Memory Encoding So Good?; Six Approaches for Repetition to Get Memories Encoded; Preexposure; Priming |
Prior Knowledge ActivationPostviewing; Guided Practice; Revision with |
|
|
|
|
|
|
|
|
|
|
|
Links; Summary; Strategy 6: Content Coherence; What is Coherence?; Texts with Coherence; Teaching for Coherence; Key Structural Knowledge; Experiential Learning; Semantic Support; The Use of Models; Summarizing and Discussion; Sleeping on it; Summary; Strategy 7: Environmental Management; The Four Environmental Domains; The Physical Environment; How Do Environments Affect Us?; The Social Environment; Social Influences on Our Brains, Bodies, and Lives; Positive Social Structures Work Miracles; Independent Learners |
Classroom Dialogues to Build Social StructuresSocial Status Strategies in Motion; The Academic Environment; The Five Success Factors; The Cultural Environment; The Culture of Success is All about Achievement; The Counterculture of Success is That of Disengagement from the System; The Culture of Respect Acknowledges That You are Somebody; The Counterculture Exists Where Students Disrespect others; Building Positive Cultures; Summary; Epilogue; References; Index |
|
|
|
|
|
|
Sommario/riassunto |
|
Achieve consistent, positive teaching results using these brain-compatible methods that are readily adaptable to individual learning styles, aligned with current research, and applicable to all grade levels. |
|
|
|
|
|
|
|
| |