2 edition of Focus on learning rather than teaching found in the catalog.
Focus on learning rather than teaching
IATEFL Conference on Learner Independence (1998 KrakoМЃw, Poland)
Includes bibliographical references.
|Statement||edited by David Little, Leni Dam and Jenny Timmer.|
|Contributions||Little, David, 1942-, Dam, Leni., Timmer, Jenny., Trinity College (Dublin, Ireland). Centre for Language and Communication Studies.|
|The Physical Object|
|Pagination||[vii], 236 p. ;|
|Number of Pages||236|
Focus on Learning-Focused Connecting Strategies for Instruction: The Learning-Focused notebook is a resource book for designing and implementing exemplary practices in K classrooms. It is the resource for the Learning-Focused Workshop for teachers. The training provides a framework for thinking about, planning, and delivering instruction usingFile Size: KB. focus on the teacher, providing him or her with pedagogical training and classroom management skills. In the on-demand mode, however, teachers will be engaged on an as-needed basis, and as a result it makes sense to focus on the learner, rather than the temporary teacher in providing the skills necessary to learn the Size: KB.
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In their book, Focus on learning rather than teaching book Learning Right Side Up: Putting Education Back on Track, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed -- it focuses. Focus on Learning Rather than Teaching: Why and How.
Papers from the International Association of Teachers of English as a Foreign Language (IATEFL) Conference (Krakow, Poland, May).Cited by: As the authors of this book, we have looked at instruction in more t elementary and secondary classrooms.
During this experience, we have come to recognize the power of shifting the focus from teaching to learning. This realization has come both over time and in a few blinding moments of clarity. The past decades of education have trained students and teachers to focus on grades rather than learning.
Unfortunately, grades are generally an account of points earned through various activities that are influenced by artificial deadlines, grade inflation, extra credit, and subjectivity. It's Focus on learning rather than teaching book for us to change the student mind-set.
In this 2nd edition of Focus: Elevating the Essentials to Radically Improve Student Learning, Mike Schmoker extends and updates the case that our schools could be on the cusp of swift, unparalleled improvements.
But we are stymied by a systemwide failure to simplify and prioritize; we have yet to focus our limited time and energy on the most essential, widely acknowledged, /5(17).
In an age where teachers are forced into the unrealistic pursuit of unobtainable standards, finally, a book emerges that cuts through the noise and helps us return to sensible, authentic teaching. Focus: Elevating the Essentials for Radically Improved Student Learning is insightful, practical, and, above all else, inspiring--a must read for all Cited by: How learning works: Seven research-based principles for smart teaching.
San Francisco, CA: Jossey-Bass. Norman Eng, EdD, is the founder of EDUCATIONxDESIGN, Inc., which helps new professors teach more effectively through a system focused on students, rather than on content.
In his book, Focus: Elevating the Essentials to Radically Improve Student Learning, he lays out a plan that can be implemented in any school district: a concentrated focus on reading, writing, discussion and thinking across the curriculum.
He writes that our highest priorities should be “the reasonably effective implementation of good. 'Teaching isn't just about learning the curriculum – it's about life skills' but there's not so much of a focus on results.
And we don't have anything like Ofsted. I Author: Rebecca Ratcliffe. Like with task-based language learning, the focus is taken away from learning language for its own sake, and instead becomes all about functionality and accomplishing a task together. In short, the Silent Way perhaps has more advantages than we have given it credit for, and deserves (at the very least!) a second : Amygardner.
With access no longer driving technology deployments, a focus on the "why" rather than the "how" of learning space design becomes possible. You can't build effective spaces for learning without clearly understanding the learning activities intended for them.
Our focus on enabling learning spaces has also shifted to a much more personal view. Learning about Learning Rather Than about Teaching. Markless, Sharon This paper draws on the experiences of the author during the past 15 years of working primarily with school, college, university and health librarians, but with occasional forays Cited by: 5.
be dominated by that ability” (Gupta, ), an open book exams places the focus on higher level learning. Because open book exams don’t have the same emphasis on memorization, questions can move up Bloom’s Taxonomy of Educational Objectives, and ask students to analyze, evaluate, or synthesize knowledge, rather than just remember it.
The focus is relentlessly on 'learning' rather than performance, in order to support you becoming an excellent professional teacher, rather than a competent technician, who makes a difference to learners, colleagues, schools and policy. addressed are forms of instruction, teaching, or at best, pedagogies.
The implication of this is that the rather than privileging e-learning. Singh also gives a more substantial description that elaborates on the focus for learning, or ‘intended’ learning: 1.
skill-driven learning, which combines self-paced learning with instructor. Teaching without a Textbook: Strategies to Focus Learning on Fundamental Concepts and Scientific Process M. Klymkowsky The Bioliteracy Project/Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, Boulder, CO Cited by: This will help focus, stay on top of your work, and retain information.
In addition to learning the material more deeply, spacing out your work helps stave off procrastination. Rather than having to face the dreaded project for four hours on Monday, you can face the dreaded project for 30 minutes each day. Focus on Learning, Not Grades By Barbara A. Swartz, posted Janu — Last month on the Mathematics Teacher blog, Jerry Brodkey wrote about how and why we should start deemphasizing grades in our mathematics classes.
Game-based learning comes from the desire to engage students in more active learning in the classroom. Because they require students to be problem solvers and use soft skills that they will need as adults, games are a great way to encourage a “mastery” mindset, rather than a.
The part of the book that is perhaps most practically useful is Chapter Teaching Learning Strategies to Groups. McGuire details an approach she has honed over many years to teach metacognitive skills to groups of students in one, minute presentation (a detailed discussion of the metacognitive skills and evidence for them are provided.
Position assignments as learning opportunities by discussing the “knowledge and skills” required rather than as something they are doing to “please the teacher.” Ask students to consider what they will learn in doing the work.
Help students reflect on learning experiences throughout the course. Ask them to think about their professional. Teaching students to think critically takes practice. Rather than focusing on facts and figures, students should be able to make observations in all disciplines.
After those observations, they need to be able to analyze materials and evaluate information. In practicing critical thinking, students recognize different contexts and points of view. focus more on learning outcomes rather than learning processes, teaching styles may need to adapt to facilitate this approach to evaluation.
This paper proposes several strategies to build a more student-focused classroom including the “servant-professor” model, techniques to measure student-learning outcomes, and active by: 5. Kuo’s study adds to a growing body of research on learning in nature.
Prior studies have found that teaching outdoors increases students’ interest in a subject and intrinsic motivation to learn, and may help them to retain information longer than regular indoor classes. In addition, kids like learning outside, says Kuo, and they report liking their school more when.
The big idea of this list was a well-rounded look at learning and education, rather than strictly pedagogy, or strictly ed-reformy content. If you can add to this list in the comments section with other books teachers might consider and why, your colleagues would certainly benefit. When students focus their attention on grades and how they are performing, learning may not result, writes Joseph Holtgreive.
Joseph Holtgreive. Aug iStock/Willie B. Thomas. One of my engineering students came to see me recently asking to drop a class late. That was not an unusual request, and since it was shortly after the.
Welcome to Explore New Ways of Teaching in the Digital Age. This FreeBook discusses rather than to extend the learning.
In the digital age student learning is the focus of teaching decisions. Teachers draw on knowledge and experience when making teaching decisions. Here’s why Jewish organizations are focusing on education rather than continuity Realizing that stressing procreation encourages stereotypes about women and Jewish families, new groups promote.
On the other hand it also makes the learning process more fun as students are able to grasp more while learning it in a group. They tend to have fun in each other’s company and the whole teaching process becomes less boring and more fun.
And you learn more while having fun. Interactive Education creates a Deeper Impact. Aligned to the Standards for Professional Learning, Focus on Teaching: Using Video for High-Impact Instruction demonstrates how to have unmistakeable impact on educator practice and student achievement.
Everyone needs to read this ground-breaking book and then go to work putting the powerful ideas into practice. Remote teaching creates huge opportunities for effective learning and collaboration outside the classroom. It is important to keep the following in mind before you explore the various online tools available: The focus should be on pedagogy and learning, rather than technology.
student achievement, reading Visible Learning is a must. While Hattie’s work touches on other aspects of student development, this is not the focus of the book.
If you want to know what factors affect other aspects of student development, look beyond Visible Learning. Schooling. Academic Achievement.
More. An Objective Critique of Hattie’s. However, my hope is that we will all eventually become teachers rather than instructors. Lastly, although technology is a core focus of this book, I am not advocating ripping up the current human-based educational system and replacing it with a Author: A.W.
(Tony) Bates. Should a teacher focus on 'rigorous learning' or 'learning with entertainment'. It has been seen that many teachers in universities have become entertainers rather. Assessment of effective teaching at all levels as a function of student learning outcomes has become a major focus of discussion across the U.S.
Graduation rates among African-American, Hispanic, Native American, and low-income students are lower than other so-cio-ethnic groups in the U.S.
(NCATE, ). Forty-five states are now implementingFile Size: KB. Teaching racism as an idea -- rather than as something essential about a person or even as a set of attitudes that a person carries -- has a number of advantages. First, it is more accurate. For a number of years, I have taught about racism as both individual (how we individually treat other people) and institutional (how our policies.
Schools Are Good for Showing Off, Not for Learning The focus would be on cooperation, I prefer if you post your comments and questions here. InDuFour stated that initiating and sustaining a PLC "requires the school staff to focus on learning rather than teaching, work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel continual improvement".
Teaching the science of learning Yana Weinstein1*, Christopher R. Madan2,3 and Megan A. Sumeracki4 Abstract The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies.
However, few instructors outside of the field are privy to this research. In this tutorial review, we focus Cited by: Sixth-grade teacher Leah Alcala doesn’t use the traditional grading strategy in her math class.
Instead of giving grades immediately, she highlights students’ mistakes, walks through them with the class, and posts the grade after the review on their online classroom portal. By giving out the grades later, she says that the focus is on learning the [ ]. School should only be for giving facts to children and teenagers and letting them decide.
The education system is corrupt though. I think children need to be given more freedom and family time rather than having to go to school every day and school being the primary part of the day. Kids need to learn from parents, not the state.Learning in groups enables students to engage in meaningful discussions and to observe and learn from one another.
Problem Solving: The focus in classrooms that differentiate instruction is on issues and concepts rather than “the book” or the chapter. This encourages all students to explore big ideas and expand their understanding of key.Rather than asking “Can online study really replicate the challenges and occasional joy of learning in a face to face environment?” (2), these contributors shift the focus to answering questions such as “How can [online learning] help teach the ‘hard to reach’ and how can it provide learning for those who have failed in (or rejected.