This book provides a practical and theoretical guide to incorporating language learning strategies in second language learning and teaching. It presents the views of learners as well as the practical experiences of teachers involved, and considers how to deal with problems in strategy training. The importance of metacognition is emphasised throughout. The book is the result of a project by an international group of teachers supported by the European Centre for Modern Languages.
"Exceptional...delivers on the goal of connecting assessment with intervention."---Alan S. Kaufman, Ph.D., Clinical Professor of Psychology, Yale Child Study Center, School of Medicine --
This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.
Silver, H., J. Jackson, and D. Moirao. Task Rotation: Strategies for Differentiating Activities and Assessments by Learning ... Wiggins, G. “Feedback for Learning.” Educational Leadership 70(1) (2012): 10–16. Wilson, N. S., and H. Bai.
This book considers how individuals with Autism can be enabled to learn through specific approaches to teaching that draw together understandings of how such individuals think and learn, and the implications for those who aim to teach them.
The book is split into three modules, which correspond to three main skill areas: Self-awareness and self-management Social awareness and relationship skills Responsible decision-making and problem-solving Each module features ten hands-on, ...
This means if you have a not-as-goodas-average memory, and you sometimes struggle with learning, there's still lots of hope for you! More about this later. * It's pronounced “ra-MON-ee-ka-HALL.” * The “fingers” at the end.
This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
Appropriate for new and experienced teachers of all grades and subjects, this book will leave you feeling ready to help students take control of their own learning so they can reach higher levels of success.
When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became an ASCD best-seller, and it has gone on to inspire thousands of educators to apply brain research in their classroom teaching.
Clamps are used to set the spaghetti at the bottom of the ramp moving things (like bikes) have energy? If so, how could they measure it?” They came up with an investigation using the ramps and carts and dried spaghetti as a way to ...