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Building on their bestselling book How Learning Happens , Paul Kirschner and Carl Hendrick are joined by Jim Heal to explore how teaching happens. The book seeks to closely examine what makes for effective teaching in the classroom and how research on expert teaching can be used in practice.
Building on their bestselling book How Learning Happens, Paul Kirschner and Carl Hendrick are joined by Jim Heal to explore how teaching happens. The book seeks to closely examine what makes for effective teaching in the classroom and how research on expert teaching can be used in practice.
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Autorenporträt
Paul A. Kirschner is Emeritus Professor Educational Psychology at the Open University of the Netherlands, Guest Professor at the Thomas More University of Applied Science in Belgium and owner of kirschner-ED.
Carl Hendrick holds a PhD in education from King's College London and has taught for several years in both the state and independent sectors. He currently teaches at Wellington College, UK.
Jim Heal works at Deans for Impact, a US-based non-profit organization committed to the transformation of educator preparation. He holds a Doctorate in Educational Leadership from Harvard University's Graduate School of Education.
Inhaltsangabe
Preface Section 1: Teacher effectiveness, development, and growth 1. An Experienced Teacher ¿ An Expert Teacher 2. Those Who Understand, Teach 3. Teachers Are Made, Not Born 4. Teachers Are Made, Not Born 5. I Think, Therefore I Teach 6. When Thinking and Acting Become One Section 2: Curriculum development / Instructional design 7. It's all about alignment 8. Pebble in the Pond 9. How to tell the Story of an Idea 10. If you don't know where you're going, you might wind up someplace else Section 3: Teaching Techniques 11. There's No Such Thing as a Child Who Can't Be Taught 12. Burning the Strawman 13. Make Something of what You've Learnt 14. Learning: No Pain, No Gain 15. Step for Step Section 4: Pedagogical content knowledge 16. Why You Can't Teach What You Don't Know 17. Mathematical Knowledge for Teaching 18. The Science of Science Teaching 19. Three Chords and the Truth 20. How Should we Teach Reading? 21. Why Technology Should be the Servant not the Master? Section 5: In the classroom 22. "To Thine Own Self Be True": The Authentic Teacher 23. Relationally Speaking 24. Why Relationships Matter 25. Teachers as Intelligent Consumers Section 6: Assessment 26. The Many Faces and Uses of Assessment 27. When Testing Kills Learning 28. Don't Ask Questions That Don't Require Understanding to Answer 29. Why Teaching to the Test is So Bad 30. Hocus-Pocus Teacher Education End notes Glossary Index
Preface Section 1: Teacher effectiveness, development, and growth 1. An Experienced Teacher ¿ An Expert Teacher 2. Those Who Understand, Teach 3. Teachers Are Made, Not Born 4. Teachers Are Made, Not Born 5. I Think, Therefore I Teach 6. When Thinking and Acting Become One Section 2: Curriculum development / Instructional design 7. It's all about alignment 8. Pebble in the Pond 9. How to tell the Story of an Idea 10. If you don't know where you're going, you might wind up someplace else Section 3: Teaching Techniques 11. There's No Such Thing as a Child Who Can't Be Taught 12. Burning the Strawman 13. Make Something of what You've Learnt 14. Learning: No Pain, No Gain 15. Step for Step Section 4: Pedagogical content knowledge 16. Why You Can't Teach What You Don't Know 17. Mathematical Knowledge for Teaching 18. The Science of Science Teaching 19. Three Chords and the Truth 20. How Should we Teach Reading? 21. Why Technology Should be the Servant not the Master? Section 5: In the classroom 22. "To Thine Own Self Be True": The Authentic Teacher 23. Relationally Speaking 24. Why Relationships Matter 25. Teachers as Intelligent Consumers Section 6: Assessment 26. The Many Faces and Uses of Assessment 27. When Testing Kills Learning 28. Don't Ask Questions That Don't Require Understanding to Answer 29. Why Teaching to the Test is So Bad 30. Hocus-Pocus Teacher Education End notes Glossary Index
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