Want to make learning more meaningful in your classroom? Looking to better prepare your students for the world of tomorrow? Keen to help learners create authentic connections to the world around them?Dive into Inquiry beautifully marries the voice and choice of inquiry with the structure and support required for students and get the results educators desire. With Dive into Inquiry, you'll gain an understanding of how to best support your learners as they shift from a traditional learning model into the inquiry classroom where student agency is fostered and celebrated each and every day. This audiobook strikes a perfect balance of meaningful pedagogy, touching narrative, helpful processes, original student examples, and rich how-to lesson plans all to get you going on bringing inquiry into your classroom.After listening to this audiobook, educators will feel equipped to design their own inquiry units in a scaffolded manner that promote a gradual shift of control of learning from the teacher to the learner. Exploring student passions, curiosities, and interests and having these shape essential questions, units of study, and performance tasks are all covered in this powerful book. Learn to keep track of the many inquiry topics in your classroom and have students take ownership over their learning like never before!Trevor MacKenzie provides listeners with a strong understanding of the Types of Student Inquiry and proposes a framework that best prepares both educators and learners for sharing the unpacking of curriculum in the classroom as they work together towards co-constructing a strong Free Inquiry unit. With helpful illustrations for in-class use, examples of essential questions from a variety of disciplines, practical goals for making progress in adopting inquiry into your practice, and powerful student learning on display throughout, Dive into Inquiry will energize, inspire, and transform your classroom 1. Language: English. Narrator: Eric Michael Summerer. Audio sample: http://samples.audible.de/bk/acx0/167910/bk_acx0_167910_sample.mp3. Digital audiobook in aax.
Seminar paper from the year 2015 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, Johannes Gutenberg University Mainz (Fachbereich 05 Department of English and Linguistics), course: TEFL - Teaching Drama, language: English, abstract: This double lesson within a teaching unit dealing with William Shakespeare's The Merchant of Venice will be held in a grade 12 advanced course at a German High School ('Gymnasium') in Rhineland-Palatinate. The group of 24 students consists of 10 boys and 14 girls between the ages of 17 and 19.
To learn is to risk. This is the first ever work to investigate the impact on learning when risk-taking is explicitly taught in an elementary classroom. It is written for educators who wish to nurture the inherent potential in all their students, academically and beyond. Using an action-inquiry approach, children?s initial conceptions of risk are excavated, experiences of their risk-taking described, and a pedagogy of risk-taking illuminated. The importance of cultivating risk in classrooms is emphasized, and the ingredients necessary for doing so are revealed. Lesson ideas are included. The ultimate aim of education is to help children become more at home in the world through self-discovery in relation with others. Risk-taking is not a subject or unit of study but a way of being, and in schools a way of approaching curriculum that nurtures students in becoming their best selves. Using personal narrative, stories of classroom experiences, and student work samples and quotations, the notion of risk as a way to nurture one?s inherent potential is uncovered. It is through risk in everyday moments that we become who we are and build rich and meaningful roots in relationships with others.
This book investigates instrumental music teaching in Australian higher education and describes typical teacher and student behaviour in this under-researched educational setting. The study examines a wide range of areas associated with instrumental music teaching such as lesson structure, lesson content, teaching methodology and teacher/ student relationship. To avoid narrow specialisation three instrument groups (piano, strings and winds) were selected in a gender and geographically balanced sample. The researcher developed an observational instrument to analyse teacher/student interactions and used cluster analysis to identify sub-groups with similar characteristics. This was applied to isolate patterns of behaviour exhibited by teachers and students and to define teaching and learning styles present in advanced applied music teaching. The findings enhance current understanding of studio music teaching and provide new insights into many aspects of instrumental pedagogy.
The Promise of An Accidental Pedagogy - Learning and knowing are shy and wary chameleons who change form and color to suit the habitat and environment of the knowledge-seeker. My intent was to investigate the presence and utility of implicitly learned tacit knowledge in those with catastrophic neuromusculoskeletal injury or disease. In reflection, I now see that my ignorance about their use of technology immediately juxtaposed our roles, with me taking on the role of the listener and learner while they became the teacher. My experience with these people convinced me they were learning unusual things about complex medical equipment in unorthodox ways, using techniques that did not appear in the lesson plans or in a text book. Hearing their stories about learning and knowing made me question my own beliefs about teaching and caused me to re-examine that which I define as knowledge. This study explored historical, philosophical, and epistemological foundations of knowledge, and proposes novel techniques for measuring the effectiveness of training programs in this unique group of learners by mapping the utility, presence, and emergence of their implicit and explicit learning.
Improving student achievement is the goal ofeducators and teacher education is the key toimprovement. Teachers must continually improve theirown learning to meet the needs of their students. Itis important for teachers to be involved in decisionmaking and to have access to the professionaldevelopment required to inform their teaching, bothcontent knowledge and pedagogy. Lesson study is aprocess that enables teachers to grow and learntogether to improve their learning and collaborationto maximize student achievement. This book chroniclesthe lesson study experience of a group of elementaryteachers in an urban school in the United States. Thegroup employed a vertical approach to the process.The book concludes with the teachers opinions aboutthis promising form of professional development.Thisstudy should be of interest to teachers andadministrators who are concerned with improvingstudent achievement.
Research suggests that mobile phones can support science teaching and learning by providing authentic learning opportunities that connect the classroom with the outside world. Furthermore, both the functions and the attributes of mobile phones offer a variety of opportunities to enhance the effectiveness of science teaching and learning. Recognizing the potential offered by mobile phones, the focus of this book is on issues of pedagogy related to the use of mobile phones in science education in Sri Lanka, throughout the teaching cycle, from planning a lesson, implementation in the classroom to evaluation and reflection. The functions and attributes of mobile phones that are useful during the teaching cycle of science lessons and how they can be complemented by integrating mobile phones with ICT based tools are discussed. Three conceptual frameworks that describe teacher s pedagogical practices involving mobile phones during planning, implementation and evaluation and reflection stages of a science lesson based on two well-known theories in pedagogy, Shulman s pedagogical reasoning model and Alexander s conceptual framework for educational practice are also presented.
Science Pedagogy can be enhance by technological content knowledge. Technology infusion is based on the teachers experience, availability of resources and the nature of the achieve lesson to be delivered. Furthermore there are specific software which can be used for particular task or the teacher can inventively adapt there software's to suit their needs. Learning in a continuous process and networking presents potential areas of growth as education communities of practice. Sharing allows both contribution and feedback by the recipient of what is shared. Research is a rich area to inform practice. This book addresses all those aspect to explore ways of enriching the infusion of technology in science pedagogy. The book is based on practical experiences and it has been used in a 3 weeks science teacher preparation programme. The book can be used for self-study or as a workshop resource in teacher preparation programmes. The use of the book presents skill and knowledge which are potentially transferable in other science subjects. The interactive handbook allows the reader to engage, explore, try out and learn as they delve in the world of technology infusion in science pedagogy.