Models of learning -- tools for teaching / (Record no. 11228)

000 -LEADER
fixed length control field 10600cam a2200697 i 4500
001 - CONTROL NUMBER
control field 2012
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 150112s2009 enka b 001 0 eng
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0335234194
Qualifying information (paperback)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780335234196
Qualifying information (paperback)
040 ## - CATALOGING SOURCE
Original cataloging agency rda
041 0# - LANGUAGE CODE
Language code of text/sound track or separate title eng
049 ## - LOCAL HOLDINGS (OCLC)
Holding library TR-IsMEF
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1025.3
Item number .J69 2009
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Joyce, Bruce R.
Relator term author.
245 10 - TITLE STATEMENT
Title Models of learning -- tools for teaching /
Statement of responsibility, etc. Bruce Joyce, Booksend Laboratories, Saint Simons Island, Georgia, USA, Emily Calhoun, The Phoenix Alliance, Saint Simons Island, Georgia, USA and David Hopkins is the HSBL, Net Chair In International Leadership at the University of London.
250 ## - EDITION STATEMENT
Edition statement Third edition.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Maidenhead :
Name of producer, publisher, distributor, manufacturer McGraw-Hill Open University Press,
Date of production, publication, distribution, manufacture, or copyright notice 2009.
300 ## - PHYSICAL DESCRIPTION
Extent xv, 224 pages :
Other physical details illustrations ;
Dimensions 25 cm.
336 ## - CONTENT TYPE
Content type term text
Source rdacontent.
337 ## - MEDIA TYPE
Media type term unmediated
Source rdamedia.
338 ## - CARRIER TYPE
Carrier type term volume
Source rdacarrier.
500 ## - GENERAL NOTE
General note Previous ed.: 2002.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references and index.
520 1# - SUMMARY, ETC.
Summary, etc Review of the previous edition: "This powerful book makes many of its points through the use of case studies and examples. Rarely, if ever, has discussion of so wide a variety of approaches to learning been gathered together in a single volume." British Journal of Educational Technology The new edition of this bestselling text provides a comprehensive and accessible introduction to an array of models of teaching and learning. Written in a clear, engaging and accessible style, the authors offer a wide range of teaching strategies that have been developed, polished and studied over the last thirty years. Rather than being formulas to be followed word-for-word, each model draws teachers into the study of how students learn, promoting reflective action research in the classroom. Some of the models have been proven not only to accelerate learning, but also to allow pupils to engage in alternative modes of inquiry, which have been almost impossible to generate through traditional chalk-and-talk teaching. Updated features include: A foreword by Estelle Morris A new chapter on teaching adolescents with disabilities to read A wealth of new scenarios and examples with clear guidelines for implementation A new synectics study New research and illustrations A revised Picture Word Inductive Model Revisions and updates to ten chapters Updated appendix on Peer Coaching Guides Models of Learning, Tools for Teaching is an essential text for trainee teachers, practitioners, advisors, inspectors and teacher educators.
596 ## - -
- 1
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Learning.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Calhoun, Emily,
Relator term author.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Hopkins, David,
Dates associated with a name 1949-
Relator term author.
900 ## - EQUIVALENCE OR CROSS-REFERENCE-PERSONAL NAME [LOCAL, CANADA]
Personal name MEF Üniversitesi Kütüphane katalog kayıtları RDA standartlarına uygun olarak üretilmektedir / MEF University Library Catalogue Records are Produced Compatible by RDA Rules
910 ## - USER-OPTION DATA (OCLC)
User-option data Pandora.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Koha item type Books
970 01 - REFERENCES
Title of a work Contents
970 01 - REFERENCES
unimportant Title Acknowledegments,
Pages xiii
970 01 - REFERENCES
unimportant Title Foreword,
Pages xv
970 11 - REFERENCES
Chapters Part 1
Title of a work Orientation,
Pages 1
970 11 - REFERENCES
Chapters 1
Title of a work Learning how to learn: the (central?) goal of education: A brief statement about the theme - teaching students how to learn in a variety of ways that increase their learning in the long and short term by increasing their native capacity to learn,
Pages 3
970 11 - REFERENCES
Chapters 2
Title of a work Hempshill Hall School: Our signature school is a wonderful place in Nottingham. This chapter is a brief case study of a school that gives parents children, and teachers ways of expanding their ways of growing,
Pages 5
970 11 - REFERENCES
Chapters Part 2:
Title of a work Learning to process information: We explore a set of models of learning that enhance students' capacity to process information. We conclude with two multidimensional curriculums directed at adolescent students with learning disabilities and/or serious problems learning to read and write,
Pages 15
970 11 - REFERENCES
Chapters 3
Title of a work Learning to think inductively: Birth comes with the ability to sort the world and build concept (categories). Inductive models enhance and expand this fundamental capacity - possibly the base of all higher order intelligence and problem solving. Datasets are presented to the students or developed by them,
Pages 17
970 11 - REFERENCES
Chapters 4
Title of a work Learning to explore concepts: This model helps students learn how to form and attatin concepts. The teacher organizes the datasets in such a way that the students have to compare and contrast the items that belong to a category and those that don't and then build the new concept and study how they can better learn to organize and conceptualize data in all curriculum areas,
Pages 27
970 11 - REFERENCES
Chapters 5
Title of a work Learning to think metaphorically with synectics: We don't want to just CONVERGE on data, we want to expand on information to generate new ways of generating ideas (concepts), thinking through problems and keep ourselves from getting stale. Possibly the most delightful model of learning generates the playfulness and focused energy to break set when we are stuck with problem solving, writing, and living in a more openended manner,
Pages 41
970 11 - REFERENCES
Chapters 6
Title of a work Learning to read and write with the picture-word inductive model: The picture-word inductive model (PWIM) draws on research on concept learning and on experience-based approaches to reading and is designed to teach young students to learn to read and write. It is also used as the base for curriculums for older struggling readers (see Chapter 8) and can be used in all the core curriculum areas to enhance inquiry and organises data,
Pages 54
970 11 - REFERENCES
Chapters 7
Title of a work Learning to learn through cooperative inquiry: Learning how to learn with others has merit on its own right and enhances the strengths of the other models of learning. Cooperative inquiry means just that - working to seek knowledge and understanding and the skills that make working together a productive pleasure. We begin with dyads - pairs of students working together and introduce group investigation, the most powerful working-together model, which generates synergistic energy that can double content outcomes while helping students learn the most complex of social skills,
Pages 74
970 11 - REFERENCES
Chapters 8
Title of a work Building multidimensional curriculums for learning disabled and literacy-challenged secondary school students: Here we study multifaceted curriculums where secondary education students with learning disabilities and/or severe difficulties learning to read are taught how to learn in the core curriculum areas and build the literacy skills to enable them to succeed in school and in life. The University of Kansas SIM program and the Booksend Laboratories Read to Succeed Program are the centres of the chapter,
Pages 85
970 11 - REFERENCES
Chapters Part 3
Title of a work Learning to study oneself: Now, the content begins with the feelings and values of the students themselves. They study how to think about their selves and what they believe and to take hold of the reality that they have to take charge of who they are,
Pages 95
970 11 - REFERENCES
Chapters 9
Title of a work Learning through counselling: A great deal of our capacity to learn has to do with how we feel about ourselves. The counselling model is centred around inquiry into oneself, particularly one's self-concept. The approach presented here is based on counselling sessions around current issues and problems. As we will see, the approach can be used with groups and class size gatherings as well as with individuals,
Pages 97
970 11 - REFERENCES
Chapters 10
Title of a work Learning to study values: During our school years, we develop values quietly - with little notice taken. As we approach various problems those values come into play but almost unconsciously. Role playing helps surface values and enable them to be examined and helps students locate the sources of conflicts and how to resolve them,
Pages 108
970 11 - REFERENCES
Chapters Part 4
Title of a work Sources of developed models of learning: Going beyond this book, where can you find sources of models of learning and guidelines for using them? Here we examine the broad field of inquiry into learning and teaching and look into specific models and, finally, Robert Gagne's framework for looking at learning and instruction.,
Pages 115
970 11 - REFERENCES
Chapters 11
Title of a work An inquiry into learning and teaching: Philosophers, researchers, and developers are in the hunt for ever better ways to help young people grow, in school and out. They provide not only models of learning but perspectives on growth and development and the societal purposes of education,
Pages 117
970 11 - REFERENCES
Chapters 12
Title of a work Sources: families of models of learning and teaching: Specific models and their developers are identified from personal, social, information processing and behavioural perspective. Basically, this is a database from which to select models to learn ,
Pages 123
970 11 - REFERENCES
Chapters 13
Title of a work Conditions of learning: integrating models of learning and teaching: An insightful and eminently practical framework into levels of learning and the kinds of tasks that enable learners to archieve them. The framework is used to identify levels to be sought in instructional episodes and curriculums and the types of experience that have the greatest possibility of reaching them,
Pages 138
970 11 - REFERENCES
Chapters Part 5
Title of a work The leading edge: We build the future of education on our present levels of knowledge and creative development. Here we look at a type of model that has been in development for 40 years and an innovation in early child education that has had dramatic effects on literacy,
Pages 147
970 11 - REFERENCES
Chapters 14
Title of a work Learning through simulations: Simulation is a look at the past and a harbinger of the future. We can hardly believe that four decades have been past since development began in earnest on simulations. And, growth has been sporadic, but many are in existence and useful. Further work will parallel development in distance education which, like, simulations, depends on self-teaching ability,
Pages 149
970 11 - REFERENCES
Chapters 15
Title of a work Literacy in the early years: a report: Many educational theorists have argued against teaching reading in the kindergarten years. But we believe that resistance is passé. Developments in models of learning and teaching have bypassed the controversies. We can build successful curriculums that will benefit the students in the primary grades, through school, and beyond. Here is a report of such a curriculum and its effects,
Pages 156
970 01 - REFERENCES
Chapters Coda
Title of a work How do we learn new models of learning?: We provide a simple formula for individuals, groups and whole school faculties,
Pages 166
970 01 - REFERENCES
Chapters Appendix:
Title of a work Peer coaching guides,
Pages 169
970 01 - REFERENCES
unimportant Title Literature,
Pages 212
970 01 - REFERENCES
unimportant Title Index,
Pages 223
003 - CONTROL NUMBER IDENTIFIER
control field KOHA
Holdings
Not for loan