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| 1 |
ID:
017153
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| Edition |
Third
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| Publication |
New Delhi, Sage Publications Ltd., 2011.
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| Description |
xiv, 134pBlue and Orange Spine
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| Summary/Abstract |
Engages readers with real-life classroom examples, proven techniques for reaching every learner, and up-to-date strategies.
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| Standard Number |
9788132116035 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 016580 | 371.102/TIL | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 2 |
ID:
011131
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USA, ASCD, 2007.
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| Description |
xviii, 170pDark Blue Spine
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| Summary/Abstract |
Focusses on why students struggle and what teachers can do to help them become self-directed learners.
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| Contents |
Acknowledgements
Introduction
Cognitive structures: What they are and why they matter
Recognition
Memorization
Conservation of constancy
Classification
Spatial orientation
Temporal orientation
Metaphorical thinking
The spiritual dimensionsof learning
Appendix A: Lesson plan model for cognitive engagement
Appendix B: An invitation to become a reflective researcher
Glossary
Resources
Index
About the author
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| Standard Number |
9781416606086 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 011416 | 370.1523/GAR | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 3 |
ID:
025430
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| Publication |
Wellington, Nzcer Press, 2007.
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| Description |
174pLight blue spine
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| Summary/Abstract |
This book is the culmination of Professor Graham Nuthall's forty years of research on learning and teaching. It is written with classroom teachers and teachers of teachers in mind. But realising time was short and that his life's work was laid out in learned papers for fellow researchers, he wrote this brief but powerful book for a much wider audience as well: for all those who seek a better understanding of classroom learning. The focus is on how students experience classroom learning activities and how they learn from that experience.
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What do we know about effective teaching?
Myths and misunderstandings about assessment
Understanding how students learn and remember what they learn
Life in classrooms : the contexts within which learning takes place
How students learn from the variety of their experiences
Ethnic difference and learning
Teaching for learning : a summary Ian Wilkinson and Richard Anderson
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| Standard Number |
9781877398247 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 023189 | 153.153/NUT | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 4 |
ID:
004721
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Chicago, Zephyr Press, 2003.
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| Description |
x,114pPurple and Black Spine
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| Summary/Abstract |
Discovers how to move past the traditional "memorize and regurgitate" method of education. It uses the eight intelligences to move students' learning from the level of acquiring basic facts and figures, to the level of understanding relationships between them, to the higher-order level of application, integration, and transfer of the material being used.
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Moving student's intelligences to higher-order realms
The object-related forms of intelligence
The object-free forms of intelligence
The personal forms of intelligence
Unit planning process using the Taxanomies
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| Standard Number |
1569761574 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 005975 | 370.13/LAZ | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 5 |
ID:
019440
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San Francisco, Jossey-Bass, 2009.
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| Description |
ix, 252pWhite spine
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| Summary/Abstract |
Make learning more meaningful by teaching the "whole game". David Perkins, a noted authority on teaching and learning and codirector of Harvard's Project Zero, introduces a new, practical, and research-based framework for teaching. He describes how teaching any subject at any level can be made more effective if students are introduced to the "whole game," rather than isolated pieces of a discipline. Using real-world examples, Perkins explains how learning academic subjects should be approached like learning baseball or any game, and he demonstrates this with seven principles.
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9780470633717 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 018390 | 371.102/PER | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 6 |
ID:
009230
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USA, Basic Books, 2006.
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| Description |
300pGreen and White Spine
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| Summary/Abstract |
Develops furthur Howard Gardner's theory of multiple intelligences. It features new material on global applications and on Multiple Intelligences in the workplace, an assessment on MI practices in the current conservative educational climate and highlights new evidence on brain functioning.
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| Contents |
The theory
Educational perspectives
New vistas
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| Standard Number |
0465047688 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 009643 | 370.1523/GAR | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 7 |
ID:
026791
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Wales, Crown House Publishing, 2019.
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| Description |
x, 311pGreen spine
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| Summary/Abstract |
In Powering Up Children: The Learning Power Approach to primary teaching, Guy Claxton and Becky Carlzon harness the design principles of the Learning Power Approach (LPA) to provide a rich resource of effective teaching strategies for use in the primary school classroom.
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| Contents |
Intro; Praise; Title Page; Dedication; Foreword; Acknowledgements; Contents; Introduction; Chapter 1: An Overview of the Learning Power Approach; What Is the LPA?; How Does the LPA Work?; The Strands of the LPA; The LPA Psychology of Learning; What Does the LPA Ask of Teachers?; Where Does the LPA Come From?; What Does the LPA Offer?; Why Does the LPA Matter?; Chapter 2: The Learning Power Approach in Action; What Does the LPA Actually Look Like?; Summary; Chapter 3: Setting the Scene: Making Your Classroom a Safe and Interesting Place to Be a Learner Prerequisites for a Learning-Powered ClassroomDipping Your Toes In; Model respect, understanding, and kindness; Create a calm, orderly, and accessible classroom; Have clear expectations, focusing behaviour around learning; Make it socially safe to be a learner; Build trust; Digging Deeper; Make learning intriguing, engaging, and purposeful; Distinguish between learning mode and performance mode; Summary; Chapter 4: Designing the Environment; Designing the Environment with Learning Power in Mind; Dipping Your Toes In; Think about the layout and use of the furniture Assess the provision of resourcesSource inspirational quotes that reflect positive learning habits; Make anchor charts; Create a wonder wall; Create a personal best wall; Show works in progress; Diving Deeper; Build interactive displays that strengthen learning muscles; Bumps Along the Way; Summary; Chapter 5: The Languages of Learning; The Languages of Learning; Dipping Your Toes In; Refer to "learning" rather than "work"; Capitalise on the power of "yet"; Invite the children to use their imaginations with "Let's say ... "; Use "could be" language; Make use of "wonder." Rethink your language around "ability"Talk about the innards of learning; Open up a dialogue about making mistakes; Informally notice the effective use of learning muscles; Model fallibility; Model metacognition; Diving Deeper; Examine the underlying values; Get everyone speaking learnish; Learn by example; Bumps Along the Way; Summary; Chapter 6: Collaboration and Conversation; What's So Great About Collaborative Learning?; Collaboration and Conversation; Dipping Your Toes In; Build awareness and understanding of collaboration as a learning muscle; Create a display around collaboration Plan for collaborationValue and praise effective collaboration; Ask the children to choose their own learning partners; Create scaffolds and frames for talk; Diving Deeper; Make the shift from teacher to learning coach; Plan roles within a group; Open up discussions around group sizes; Purposefully and cumulatively develop oracy skills; Use collaboration for peer feedback and reflection; Extend, deepen, and assess collaboration; Bumps Along the Way; Summary; Chapter 7: Making Learning Challenging and Adjustable; Make Learning Challenging and Adjustable; Dipping Your Toes In
Chapter 8: Independence and responsibility
Chapter 9: Reflection, improvement, and craftsmanship
Chapter 10: Beyond the single lesson
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| Standard Number |
9781785833373 Pb.
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Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 024561 | 372.1102/CLA | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 8 |
ID:
003864
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| Publication |
Virginia, ASCD, 2005.
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| Description |
370pBrown Spine
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| Summary/Abstract |
Offers teacher-designers a clear path to the creation of curriculum that ensures better learning.
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| Contents |
Backward design
Understanding understanding
Gaining clarity on our goals
The six facets of understanding
Essential questions : doorways to understanding
Crafting understandings
Thinking like an assessor
Criteria and validity
Planning for learning
Teaching for understanding
The design process
The big picture : UBD as curriculum framework
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| Standard Number |
9781416600350 Pb.
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Circulation
| Accession# | Call# | Current Location | Status | Policy | Location | IssuedTo | DueOn |
| 004326 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004327 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004328 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004329 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004330 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004331 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004332 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004333 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004334 | 375.001/WIG | Main | Issued | Teacher Resources | Teacher Resource | EMP00022 | 16-Jun-2023 |
| 004335 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
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| 9 |
ID:
004279
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| Publication |
Virginia, ASCD, 2004.
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| Description |
296pBlue Spine
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| Summary/Abstract |
Focuses on professional development and the practical matters of curriculum design. This workbook is a guide for workshops, undergraduates and graduate courses.
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| Contents |
Introduction - The logic of backward design
Templates 1, 2- and 6- page versions with samples
Stage 1 - Desired results: Design tools and samples
Stage 2 - Evidence: Design tools and samples
Stage 3 - Learning plan: Design tools and samples
Peer review
Exercises
Process sheets
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| Standard Number |
0871208555 Pb.
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Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 004619 | 375.001/McT | Main | On Shelf | Teacher Resources | Teacher Resource |
| 004860 | 375.001/McT | Main | On Shelf | Teacher Resources | Teacher Resource |
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