Details

Teaching How to Learn in a What-to-Learn Culture

1. Aufl.

von: Kathleen R. Hopkins
18,99 €
Verlag:	Wiley
Format:	EPUB
Veröffentl.:	04.03.2010
ISBN/EAN:	9780470585269
Sprache:	englisch
Anzahl Seiten:	176

In den Warenkorb

Als Gutschein

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

Titelbeschreibung

Practical ideas for teaching students the skills they need to really learn This vital teachers' resource answers such questions as "Can intelligence be developed? Do teacher expectations shape student learning? How can I make learning 'stick' for my students?" Drawing from theory and research in learning, this book offers clear, practical guidance along with inspirational ideas to show how teachers can enable students to gain both the cognitive competence and confidence needed to succeed academically. <ul> <li>Offers techniques for students to develop their reading, writing, and math abilities</li> <li>Provides suggestions for helping students build perseverance and diligent work habits</li> <li>Helps cultivate students' reasoning skills for problem solving</li> <li>Includes ideas for teachers to improve their students' verbal and written skills</li> </ul> The book applies to any and all learners, including special needs students, and is richly illustrated with stories, activities, and examples from across the curricula.

Inhaltsverzeichnis

About the Author vii About the National Institute for Learning Development ix Foreword xi Introduction xv 1 The Intelligence Dilemma 1 Opening the Skylight 3 A Conceptual Understanding of Intelligence 4 Defining Intelligence 5 Theory One: Cast Building 5 Theory Two: Brick Building 5 Theory Three: Mosaic Model 6 Classroom Activity 8 The Root of Intelligence 10 Intellectual Potential? 10 Mediated Learning 11 Practical Application 15 The First Fable 15 Prepare the Lesson 16 Project the Text of the Fable 16 Build Intelligence 17 Develop Cognitive Competence 17 Reflection 19 2 A Way Out of the Pressure Cooker 21 The Pressures are Real 24 A Survey 25 Identify the Pressures 26 Find the Way Out 27 The Need for Meaningfulness 28 Surface Versus Meaningful Knowledge 29 The Case for Cognitive Modifiability 29 Practical Applications 31 Reflection 34 3 What Every Teacher Needs 37 A Survey 42 Love of Reading 42 Intellectual Curiosity 43 Cultural Literacy 45 Love of Learning 46 Competence and Confidence 47 Reflection 47 4 The Big Picture 51 Analysis or Synthesis? 54 Back to the Classroom 57 The Power of the Lie 58 Rethinking Those Rows 58 Real-Life Challenges 59 The Case for Handwriting 60 An Exercise 61 Practical Application 62 Reflection 64 5 Setting Students Free 67 Ratcheting Up, Not Dumbing Down 69 The First Floor 71 The Second Floor 71 The Third Floor 71 Putting in the Skylight 72 An Interesting Lesson 74 Practical Applications 74 Meaningful Connections 76 Realistic Dreams 78 Reflection 79 6 The Power of Oral Language 81 The Socratic Method 83 The Research 84 Practical Applications 87 A New Kind of Learner 90 Habits of Mind 92 Reflection 94 7 Moving Beyond Memorization 95 Memory Systems 97 Memory Types 101 Practical Application 105 The Text 105 The Lesson 106 Reflection 109 8 Those Inner Voices 111 Inner Speech 115 Executive Function 117 Active Working Memory 118 Practical Application #1 118 The Case for Grammar 121 Practical Application #2 122 Reflection 122 9 Potential or Propensity? 125 Potential 127 Propensity 128 Building Confidence 129 Practical Applications 130 Mediating a Feeling of Competence 131 Practical Application #1 132 More Practical Applications 135 Reflection 136 10 Rediscovering the Joy 139 What is Your Skylight? 142 Where are the Scholars? 142 The Power of the Fable 143 Cultural Relevancy 143 Struggling Learners 144 Consider Your Climate 144 Watch Your Language! 145 Finding Margin 146 One More Fable 147 Professional Joy Restorers 148 A Final Word 149 References 151 Index 153

Autorenportrait

THE AUTHOR Kathleen Ricards Hopkins, Ed.D., is executive director of the National Institute for Learning Development (NILD), an international organization dedicated to meeting the needs of students who have difficulty learning, including those with and without specific learning disabilities.

Back cover copy

Can intelligence be developed? Do teacher expectations shape student learning? How can I make learning 'stick' for my students? In this thought-provoking, informative book, noted education expert Kathleen Ricards Hopkins provides teachers with a hands-on resource based on the latest research on how we learn. Hopkins offers clear, actionable guidelines for teachers to enable all students to gain both the cognitive competence and confidence needed to succeed academically. Using the metaphor of a skylight—a window leading to infinite possibilities—Hopkins provides down-to-earth techniques teachers can use to help students develop their skills as readers, writers, and mathematicians. Hopkins translates the theoretical ideas of Piaget, Vygotsky, and Feuerstein into practical suggestions for teachers to use with their students. Students will benefit from these principles, and teachers may find their cognitive abilities transformed as well. As inspirational as it is practical, the book offers creative suggestions that help students build perseverance and diligent work habits. Teaching How to Learn in a What-to-Learn Culture is designed to apply to any and all learners, including students with special needs, and is richly illustrated with stories, activities, and useful examples from across the content areas. PRAISE FOR TEACHING HOW TO LEARN IN A WHAT-TO-LEARN CULTURE "Kathy Hopkins has a gift for bringing research to life with practical strategies for parents and teachers. Pay attention, folks, because our children desperately need to have you understand and apply the information in this book!" —JANE M. HEALY, Ph.D., educational psychologist and author, Different Learners and Endangered Minds "An important book for any educator who seeks both a theoretical understanding of mediated learning and the application of these principles in modern classrooms. Hopkins shares the development of her career as a teacher of teachers and how she goes about teaching students of all ages to think beyond basic memorization—and much, much more." —ROSA A. HAGIN, Ph.D., research professor of psychology, Department of Psychiatry, New York University School of Medicine