LEADER 03261nam 2200625 450 001 9910798176603321 005 20230808191836.0 010 $a1-118-94451-8 010 $a1-118-94450-X 035 $a(CKB)3710000000603844 035 $a(EBL)4455000 035 $a(SSID)ssj0001624271 035 $a(PQKBManifestationID)16226223 035 $a(PQKBTitleCode)TC0001624271 035 $a(PQKBWorkID)14832023 035 $a(PQKB)10787646 035 $a(PQKBManifestationID)16361136 035 $a(PQKB)24112477 035 $a(OCoLC)929985472 035 $a(MiAaPQ)EBC4455000 035 $a(DLC) 2015045325 035 $a(Au-PeEL)EBL4455000 035 $a(CaPaEBR)ebr11176447 035 $a(CaONFJC)MIL898823 035 $a(MiAaPQ)EBC7147494 035 $a(Au-PeEL)EBL7147494 035 $a(EXLCZ)993710000000603844 100 $a20151027h20162016 uy| 0 101 0 $aeng 135 $aurcn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSmall teaching $eeveryday lessons from the science of learning /$fJames M. Lang 205 $a1st ed. 210 1$aSan Francisco, CA :$cJossey-Bass & Pfeiffer,$d[2016] 210 4$dİ2016 215 $a1 online resource (260 pages) 311 $a1-118-94449-6 320 $aIncludes bibliographical references and index. 327 $aPART 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. 330 $aResearch 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. 606 $aCognitive learning 606 $aThought and thinking$xStudy and teaching 615 0$aCognitive learning. 615 0$aThought and thinking$xStudy and teaching. 676 $a370.15/23 700 $aLang$b James M.$0860075 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798176603321 996 $aSmall teaching$93854992 997 $aUNINA