00882nam0-22002891i-450-99000296588040332188-464-0139-5000296588FED01000296588(Aleph)000296588FED0100029658820000920d1997----km-y0itay50------baITAOrganizzazione e sistemi informativiprocessi di cambiamento organizzativo all'interno delle istituzioni finanziarieCecilia RossignoliMilanoFranco Angelic1997427 p.24 cmInformatica e organizzazioni15338.6Rossignoli,Cecilia89405ITUNINARICAUNIMARCBK990002965880403321VII-A-1357751MASMASOrganizzazione e sistemi informativi466011UNINAING0103221oam 2200457 450 991081328050332120191113110401.01-4166-2736-79781416627364(e-book)9781416627340(OCoLC)1083675706(MiFhGG)GVRL88QM(EXLCZ)99410000000793522020181210h20192019 uy 0engurun|---uuuuatxtrdacontentcrdamediacrrdacarrierUpgrade your teaching understanding by design meets neuroscience /Jay McTighe, Judy Willis, M.DAlexandria, Virginia USA :ASCD,[2019]�20191 online resource (187 pages) illustrationsGale eBooks1-4166-2734-0 Includes bibliographical references and index.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.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 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.Learning, Psychology ofNeurosciencesLearning, Psychology of.Neurosciences.370.15/23McTighe Jay1605395Willis JudyMiFhGGMiFhGGBOOK9910813280503321Upgrade your teaching3930609UNINA03175nam 22005775 450 991075138280332120251009080531.09783031414367303141436510.1007/978-3-031-41436-7(MiAaPQ)EBC30787872(Au-PeEL)EBL30787872(CKB)28505214900041(OCoLC)1405202089(DE-He213)978-3-031-41436-7(EXLCZ)992850521490004120231014d2023 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierThe Pedagogy of Self-Authorship The Neurocognitive Impact of Science and Metacognition /by Philip R. Hulbig1st ed. 2023.Cham :Springer Nature Switzerland :Imprint: Springer,2023.1 online resource (196 pages)9783031414350 3031414357 Purpose -- Psychobiology -- Information Processing -- Pedagogy -- Investigation -- Analysis -- General Theory of Metacognitive Instruction.This book is a deep dive into the developmental and neurocognitive impact of metacognition and its role in self-transformation. It connects the latest science on learning, neuroplasticity, and self-development with the rich history of metacognitive educational practices, creating an educational vision capable to address difficult issues faced by modern education. This vision highlights self-regulation, self-authorship, and self-transformation as the key learning goals of a free and equitable education system. This model of education is grounded in science, problem solving and is capable of addressing the needs of a neurologically diverse humanity. Interviews from experts at Program for the Advancement of Learning (PAL) are integrated with the author autobiographical account of their transformative learning experience, to provide evidence on the effectiveness of utilizing a metacognitive pedagogy in promoting transformative learning. The book concludes with a general pedagogy of metacognitive instruction that integrates the scientific method with the development of an individual's theory of mind to induce expansive personal development and achievement. This book would be of interest to educators and scholars, as well as practitioners supporting neurodivergent students and employees, neurodiversity advocates, and critical disability studies researchers. .Inclusive educationCritical thinkingNeuropsychologyInclusive EducationCritical ThinkingNeuropsychologyInclusive education.Critical thinking.Neuropsychology.Inclusive Education.Critical Thinking.Neuropsychology.371.3943Hulbig Philip R1432716MiAaPQMiAaPQMiAaPQBOOK9910751382803321The Pedagogy of Self-Authorship3577768UNINA