03261nam 2200625 450 991079817660332120230808191836.01-118-94451-81-118-94450-X(CKB)3710000000603844(EBL)4455000(SSID)ssj0001624271(PQKBManifestationID)16226223(PQKBTitleCode)TC0001624271(PQKBWorkID)14832023(PQKB)10787646(PQKBManifestationID)16361136(PQKB)24112477(OCoLC)929985472(MiAaPQ)EBC4455000(DLC) 2015045325(Au-PeEL)EBL4455000(CaPaEBR)ebr11176447(CaONFJC)MIL898823(MiAaPQ)EBC7147494(Au-PeEL)EBL7147494(EXLCZ)99371000000060384420151027h20162016 uy| 0engurcn#nnn|||||txtrdacontentcrdamediacrrdacarrierSmall teaching everyday lessons from the science of learning /James M. Lang1st ed.San Francisco, CA :Jossey-Bass & Pfeiffer,[2016]©20161 online resource (260 pages)1-118-94449-6 Includes bibliographical references and index.PART I: Knowledge -- Chapter 1: Retrieving -- Chapter 2: Predicting -- Chapter 3: Interleaving -- PART II: Understanding -- Chapter 4: Connecting -- Chapter 5: Practicing -- Chapter 6: Self-Explaining -- PART III: Inspiration -- Chapter 7: Motivating -- Chapter 8: Growing -- Chapter 9: Expanding -- Conclusion: Beginning.Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques &. Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.Cognitive learningThought and thinkingStudy and teachingCognitive learning.Thought and thinkingStudy and teaching.370.15/23Lang James M.860075MiAaPQMiAaPQMiAaPQBOOK9910798176603321Small teaching3854992UNINA