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Learning Through Storytelling in Higher Education: Using Reflection and Experience to Improve Learning

by Maxine Alterio Janice McDrury

Learning Through Storytelling in Higher Education explores ways of using storytelling as a teaching and learning tool. When storytelling is formalized in meaningful ways, it can capture everyday examples of practice and turn them into an opportunity to learn - encouraging both reflection, a deeper understanding of a topic and stimulating critical thinking skills. The technique can accommodate diverse cultural, emotional and experiential incidents, and may be used in many different contexts eg formal/informal; one-on-one/group setting.The authors outline the different models of storytelling and explain how to make use of this technique and encourage a 'storytelling culture' within the workplace or in tutorial sessions.Academic yet accessible, this book provides a new perspective on learning techniques and will be a great asset to any educator looking to improve reflective practice.

Learning Through Supervised Practice in Student Affairs

by Diane L. Cooper Steven M. Janosik Joan B. Hirt Sue A. Saunders

For future student affairs professionals and higher education administrators, the supervised practice experience is where theory learned in the classroom is put into practice. Learning through Supervised Practice in Student Affairs assists students in applying leadership, advising, conflict management, and planning skills to their practice. This important book explores the theories that foster learning and understanding of higher education organizations while exercises, reflection activities, and case studies illuminate the skill areas that students must develop to become successful practitioners. This Revised Edition Includes: Reflection activities to engage students and foster critical thinking Expanded attention to diverse populations and cultural differences Updated legal references and case law related to daily practice Broadened discussion of professional standards and alignment with the CAS standards and ACPA/NASPA’s Joint Statement on Professional Competencies A new chapter addressing campus politics and organizational culture Learning through Supervised Practice in Student Affairs bridges the gap between theory and practice, assisting students and site supervisors in constructing a practicum or internship experience that successfully contributes to learning and professional development.

Learning Through Teaching Mathematics

by Rina Zazkis Roza Leikin

This volume explores how and when teachers' knowledge develops through teaching. The book presents international views on teachers' learning from their practice; the chapters are written by mathematicians or mathematics educators from Brazil, Canada, Israel, Mexico, UK, and USA. They address diverse content - numerical literacy, geometry, algebra, and real analysis - and a variety of levels - elementary school, secondary school, undergraduate mathematics, and teacher education courses. The authors employ different methodological tools and different theoretical perspectives as they consider teaching in different learning environments: lecturing, small group work on problems and tasks, mathematical explorations with the support of technological software, or e-learning. Despite these differences, the authors exemplify and analyze teachers' learning that occurred and address the question: "What kinds of knowledge are developed as a result of teaching mathematics and what are the factors that support or impede such development?" Further, the chapters explore interactions and interrelationships between the enhancement of mathematical and pedagogical knowledge. The important and original contribution of this book is that it ties together the notions of teachers' knowledge and complexity of teacher's work, while presenting them from a relatively unexplored perspective - learning through teaching mathematics.

Learning Through Woodwork: Introducing Creative Woodwork in the Early Years

by Pete Moorhouse

This essential guide provides clear and comprehensive support for those looking to introduce creative woodwork into early years settings. With theory, practical advice, stunning colour images and case studies, the book will inspire practitioners to embrace woodwork and encourage children’s independent creative learning. Focusing on the numerous benefits that working with wood offers young children, from boosting their self-esteem and problem-solving skills, to enhancing their communication and social development, the author draws on over 25 years of experience to discuss each and every aspect of establishing woodwork in the early years curriculum. Including practical information on materials and tools, staff training, and health and safety advice, this go-to guide provides a treasure trove of ideas to engage children at various stages of development, drawing the maximum benefit from working with wood and tools. Both inspiring and informative, Learning Through Woodwork will become an essential tool for early years practitioners and teachers wishing to explore and develop woodwork provision.

Learning To Breathe: A Mindfulness Curriculum For Adolescents To Cultivate Emotion Regulation, Attention, And Performance

by Jon Kabat-Zinn Myla Kabat-Zinn Patricia Broderick

Disruptive behavior in the classroom, poor academic performance, out-of-control emotions: if you work with adolescents, you are well-aware of the challenges this age group presents. What if there was a way to calm these students down and arm them with the mindfulness skills needed to really excel in school and life? <p><p> Written by mindfulness expert and licensed clinical psychologist Patricia C. Broderick, Learning to Breathe is a secular program that tailors the teaching of mindfulness to the developmental needs of adolescents to help them understand their thoughts and feelings and manage distressing emotions. Students will be empowered by learning important mindfulness meditation skills that help them improve emotion regulation, reduce stress, improve overall performance, and, perhaps most importantly, develop their attention. The book also includes a website link with student handouts and homework assignments, making it an ideal classroom tool. <p> The book integrates certain themes of mindfulness-based stress reduction (MBSR), developed by Jon Kabat-Zinn, into a program that is shorter, more accessible to students, and compatible with school curricula. Students will learn to pay attention in the moment, manage emotions as they are perceived, and gain greater control over their own feelings and actions. These mindfulness practices offer the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful (e.g. acting out by taking drugs, displaying violent behavior or acting in by becoming more depressed). <p> This easy-to-use manual is designed to be used by teachers, but can also be used by any mental health provider teaching adolescents emotion regulation, stress reduction and mindfulness skills. The author is a graduate of the MBSR advanced practicum at the Center for Mindfulness in Massachusetts, led by Jon Kabat-Zinn. She is also a clinical psychologist and a certified school psychologist and counselor for grades K-12. In the book, Broderick calls on her years of experience working with adolescents to outline the best strategies for dealing with disruption in the classroom and emotions that are out of hand. <p> The book is structured around six themes built upon the acronym BREATHE, and each theme has a core message. The program allows for themes to be delivered in 6 longer or 18 shorter sessions, depending upon time and needs of students. The 6 core lessons are: Body, Reflection, Emotions, Attention, Tenderness, and Healthy Mind Habits. <p> Learning to Breathe is the perfect tool for empowering students as they grapple with the psychological tasks of adolescence.

Learning To Counsel, 4th Edition: Develop The Skills, Insight And Knowledge To Counsel Others

by William Stewart Jan Sutton

he new edition of this popular and userfriendly book has been thoughtfully revised, updated and expanded. Fresh informationhas been added to keep pace with the rapidly advancing field of counselling and psychotherapy.Learning to Counsel, Third Edition, contains an abundance of illustrative graphics, case studies, examples of skills in practice, practical exercises, and sample letters, forms and checklists designed to stimulate learning. Its predecessor appears onthe recommended reading list of several counselling certificate courses.This new revised edition is an ideal text for those contemplating embarking on a counselling course, trainee counsellors, counselling tutors to use in training, professionals working in the area of health care, management, and education, and counsellors working in the voluntary sector.Contents: Illustrations, table, sample forms and letters; Foreword; Preface; 1. Exploring Counselling; 2. Exploring Essential Counsellor Qualities; 3. Developing Self-Awareness; 4. Helping the Client Feel Safe; 5. Helping the Client Explore the Problem (Part 1); 6. Helping the Client Explore the Problem (Part 2); 7. Helping the Client Understand the Problem; 8. Helping the Client Resolve the Problem; 9. Terminating the Counselling Relationship; 10. Counsellor Self-Care; Appendix 1 Sample Forms and Letters; Appendix 2 Suggested Responses to Exercises; Appendix 3 Important People in the Development of Counselling; Glossary; Useful Websites; Further Reading; Index.

Learning To Counsel, 4th Edition: How to develop the skills, insight and knowledge to counsel others

by William Stewart Jan Sutton

Drawing on their numerous years experience as counsellors, tutors, and writers, Jan Sutton and William Stewart introduce readers to the basic principles that underpin counselling practice. Written in a clear, concise and jargon-free style, and with its wealth of case studies, examples of skills in practice, and practical exercises, this new edition is an ideal text for those embarking on a counselling or psychotherapy course, trainee counsellors, counselling tutors to use in training, professionals working in the area of health care, management and education, and counsellors working in the voluntary sector. It provides insight into various counselling approaches; clarifies the nature of counselling and the role of the counsellor, and assists readers to develop a repertoire of key counselling skills and qualities, such as active listening, genuineness, unconditional positive regard, empathy, goal-setting, etc. The book also addresses the important issues of ongoing supervision to enhance counselling practice, and counsellor self-care to reduce the risk of burnout.

Learning To Counsel, 4th Edition: How to develop the skills, insight and knowledge to counsel others

by William Stewart Jan Sutton

Drawing on their numerous years experience as counsellors, tutors, and writers, Jan Sutton and William Stewart introduce readers to the basic principles that underpin counselling practice. Written in a clear, concise and jargon-free style, and with its wealth of case studies, examples of skills in practice, and practical exercises, this new edition is an ideal text for those embarking on a counselling or psychotherapy course, trainee counsellors, counselling tutors to use in training, professionals working in the area of health care, management and education, and counsellors working in the voluntary sector. It provides insight into various counselling approaches; clarifies the nature of counselling and the role of the counsellor, and assists readers to develop a repertoire of key counselling skills and qualities, such as active listening, genuineness, unconditional positive regard, empathy, goal-setting, etc. The book also addresses the important issues of ongoing supervision to enhance counselling practice, and counsellor self-care to reduce the risk of burnout.

Learning To Draw

by Robert Kaupelis

Full of inventive and stimulating projects designed to develop observation skills and creativity, this book approaches drawing as a process of personal discovery through improvisation. Richly illustrated with drawings by old and modern masters.

Learning To Love Math: Teaching Strategies that Change Student Attitudes and Get Results

by Judy Willis

Is there a way to get students to love math? Dr. Judy Willis responds with an emphatic yes in this informative guide to getting better results in math class. Tapping into abundant research on how the brain works, Willis presents a practical approach for how we can improve academic results by demonstrating certain behaviors and teaching students in a way that minimizes negativity. With a straightforward and accessible style, Willis shares the knowledge and experience she has gained through her dual careers as a math teacher and a neurologist. In addition to learning basic brain anatomy and function, readers will learn how to* Improve deep-seated negative attitudes toward math. * Plan lessons with the goal of "achievable challenge" in mind. * Reduce mistake anxiety with techniques such as errorless math and estimation. * Teach to different individual learning strengths and skill levels. * Spark motivation. * Relate math to students' personal interests and goals. * Support students in setting short-term and long-term goals. * Convince students that they can change their intelligence. With dozens of strategies teachers can use right now, Learning to Love Math puts the power of research directly into the hands of educators. A Brain Owner's Manual, which dives deeper into the structure and function of the brain, is also included--providing a clear explanation of how memories are formed and how skills are learned. With informed teachers guiding them, students will discover that they can build a better brain . . . and learn to love math!

Learning To Read And Write: Developmentally Appropriate Practices For Young Children

by Susan B. Neuman Carol Copple Sue Bredekamp

This book is the product of a professional collaboration between early childhood educators and reading specialists, a team effort in every sense of the word. The issues of how and when to teach young children to read and write are sufficiently important and controversial that our two professional associations felt the need to take an official "position." A position statement is by definition a political document, designed to ad¬dress issues of controversy on which professionals can contribute knowledge and provide recommendations for practice and policy.

Learning To Read Music 3rd Edition: How To Make Sense Of Those Mysterious Symbols And Bring Music Alive

by Peter Nickol

Whether you want to learn how to play an instrument, or just refresh your existing capability, whether you sing in a choir, or would simply like to follow scores while listening, this book will help you achieve your aim. It leads you carefully through the basics of pitch, rhythm, keys, scales, chords, and much more, building your knowledge chapter by chapter until you are able to read music with ease. The visual index of musical symbols laid out at the start will make clear the task at hand.Reference to common instruments and familiar tunes will help bring your learning to life, while self-testing and chapter summaries ensure that you develop and retain this new skill. By the end of the book, you will have come a long way. Your knowledge of music notation will be a pleasure to you, and a useful tool. As well as its practical applications for any performer, this book will give you insights into how music is put together. You will have the feeling of knowing the music from the inside out.

Learning To Read Music 3rd Edition: How to make sense of those mysterious symbols and bring music alive

by Peter Nickol

Whether you want to learn how to play an instrument, or just refresh your existing capability, whether you sing in a choir, or would simply like to follow scores while listening, this book will help you achieve your aim. It leads you carefully through the basics of pitch, rhythm, keys, scales, chords, and much more, building your knowledge chapter by chapter until you are able to read music with ease. The visual index of musical symbols laid out at the start will make clear the task at hand.Reference to common instruments and familiar tunes will help bring your learning to life, while self-testing and chapter summaries ensure that you develop and retain this new skill. By the end of the book, you will have come a long way. Your knowledge of music notation will be a pleasure to you, and a useful tool. As well as its practical applications for any performer, this book will give you insights into how music is put together. You will have the feeling of knowing the music from the inside out.

Learning To Read: Basic Research and Its Implications

by Charles A. Perfetti Laurence Rieben

How does a young child begin to make sense out of squiggles on a page? Is learning to read a process of extending already acquired language abilities to print? What comprises this extension? How children learn to read, and especially how children are taught to read, are problems of sustained scientific interest and enduring pedagogical controversy. This volume presents conceptual and theoretical analyses of learning to read, research on the very beginning processes of learning to read, as well as research on phonological abilities and on children who have problems learning to read. In so doing, it reflects the important discovery that learning to read requires mastering the system by which print encodes the language. The editors hope that some of the work offered in this text will influence future research questions and will make a difference in the way instructional issues are formulated.

Learning To Teach Science: Activities For Student Teachers And Mentors

by Justin Dillon Martin Monk

In response to requests by science teachers for guidance on the process of mentoring in schools, this text provides an interactive, activities-based resource. It takes into account the progressive development of skills and competencies, for all those involved in the training of science teachers; pre-service, in-service and quality control. Activities are directly related to classroom and laboratory planning, organisation and management and include general question and answer exercises.; The book covers nine areas of science teacher competence crossed with five levels of progression to give a flexible programme of training. Each activity has a commentary for mentors and notes for student teachers, and discusses the rationale behind each activity. Five activities are written specifically to help mentors review progress at each of the five levels.; Additionally, it can be used by: experienced teachers for refreshing their own practice; Heads of Science Departments for upgrading science teaching within the departments; and those concerned with quality control and certification to recommend activities, taken from the book, to aid further professional development.

Learning To Teach in an Age of Accountability

by Arthur T. Costigan Karen Kepler Zumwalt Margaret Smith Crocco

This book documents the "brave new world" of teacher, administrator, school, and student accountability that has swept across the United States in recent years. Its particular vantage point is the perspective of dozens of new teachers trying to make their way through their first months and years working in schools in the New York City metropolitan area. The issues they grapple with are not, however, unique to this context, but common problems found today in urban, suburban, and rural schools across the United States. The stories in this book offer a compelling portrait of these teachers' encounters with the new culture of accountability and the strategies they develop for coping, even succeeding, within such demanding settings. Learning to Teach in an Age of Accountability: *introduces research on teaching and engages the "big ideas" concerning teacher research, highlighting what we know and where that leads us; *offers a rich set of teacher narratives that are organized to widen the angle of vision from biography, to classrooms, schools, and society; and *includes questions and activities to encourage discussion and further research about the ideas raised; and *addresses the possibilities for best practice and curricular decision making in light of the issues and ideas presented in the book. This volume--unique in its portrayal of new teachers' encounters with issues of accountability--makes a singular contribution to the educational literature on new teachers. It is relevant to everyone interested in the contemporary world of teaching, and is particularly appropriate as a text for preservice and in-service students. All readers who believe that the key to a good school lies in attracting and keeping good teachers will find the issues presented here both personally engaging and deeply troubling.

Learning To Think Spatially

by National Research Council of the National Academies

Spatial thinking&mdash;a constructive combination of concepts of space, tools of representation, and processes of reasoning&mdash;uses space to structure problems, find answers, and express solutions. It is powerful and pervasive in science, the workplace, and everyday life. By visualizing relationships within spatial structures, we can perceive, remember, and analyze the static and dynamic properties of objects and the relationships between objects. Despite its crucial role underpinning the National Standards for Science and Mathematics, spatial thinking is currently not systematically incorporated into the K-12 curriculum. Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of K-12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information- based economy of the 21st-century. Using appropriately designed support systems tailored to the K-12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.

Learning Together Online: Research on Asynchronous Learning Networks

by Starr Roxanne Hiltz Ricki Goldman

This book is about the past and future of research on the effectiveness of learning networks (also known as "e-learning" or "online learning" or "Web-based learning"). Learning networks are groups of people using computer technology, communicating and collaborating online to build knowledge together. Over the past decade there has been an explosion not only of online courses, but also of studies on them. In Learning Together Online: Research on Asynchronous Learning Networks, leading researchers in the field use an integrated theoretical framework, which they call "Online Interaction Learning Theory," to organize what past research shows and where future research is going. It models the variables and processes that are important in determining the relative effectiveness of online learners working to reach a deeper level of understanding by interacting with each other and with the texts under investigation. Now that there have been hundreds of studies and thousands of courses offered online, what does the empirical evidence show? This book addresses the question directly by presenting what is known from research results about how to design and teach courses effectively online, ranging from the organizational context and characteristics of students to learning theories and research design methods. It also provides a research agenda for the next decade. Learning Together Online: Research on Asynchronous Learning Networks is both a textbook for graduate students and a professional reference for faculty teaching online, researchers conducting studies, and graduate students taking courses about learning technologies who need to know the state of the art of research in the area of online learning.

Learning Together With Young Children: A Curriculum Framework For Reflective Teachers

by Deb Curtis Margie Carter

Many curriculum books treat teaching as something teachers do to or for children. Deb Curtis and Margie Carter, best-selling authors in the early learning field, believe teaching is a collaborative process in which teachers reexamine their own philosophies and practices while facilitating children’s learning. Each chapter in this curriculum framework includes a conceptual overview followed by classroom stories and photographs to illustrate the concepts. The book helps teachers create materials and a classroom culture reflective of their values: Teach through observation, reflection, inquiry, and action, and encourage children to represent their learning in multiple ways, including songs, stories, and drama.

Learning Together in the Early Years: Exploring Relational Pedagogy

by Janet Moyles Theodora Papatheodorou

Relational pedagogy underpins the core principles of both the cognitive, and social/emotional development of young children, as evidenced in the Reggio Emilia preschools and the Te Whariki curriculum in New Zealand. Emphasising the links between, people, places and ideas and the effects of these on education, educators and learners, it is integral to the English Early Years Foundation Stage, and forms the basis for early years provision around the world. This book brings together contributions from international experts on early years education to explore and debate relational pedagogy across different countries and in the context of a broad international field. The three sections of the book cover the following areas: culture, environment and adult child relationships - how children and adults relate to the culture, ethos and environment in which they function; adult-child relationships - how education and care environments directly relate to learning and teaching; adult-adult relationships for professional development - in training situations and parental partnerships. The book will be of interest to all those who want to delve deeper into how these interactions affect teaching and learning and to understand how the context can have its own impact on pedagogical outcomes. Researchers in early years education and students on early childhood education courses will find much here to inspire and challenge their thinking.

Learning Together with Young Children

by Deb Curtis Margie Carter

Many curriculum books treat teaching as something teachers do to or for children. Deb Curtis and Margie Carter, best-selling authors in the early learning field, believe teaching is a collaborative process in which teachers reexamine their own philosophies and practices while facilitating children's learning.Each chapter in this curriculum framework includes a conceptual overview followed by classroom stories and photographs to illustrate the concepts.The book helps teachers create materials and a classroom culture reflective of their values: Teach through observation, reflection, inquiry, and action, and encourage children to represent their learning in multiple ways, including songs, stories, and drama.

Learning Together: Organizing Schools for Teacher and Student Learning

by Elham Kazemi Jessica Calabrese Teresa Lind Becca Lewis Alison Fox Resnick Lynsey K. Gibbons

A blueprint for structuring the school environment around teacher learning and collaboration as a foundation for equitable learning and student engagement

Learning Together: Peer Tutoring in Higher Education

by Nancy Falchikov

The number of students in higher education has expanded dramatically in recent years, but funding has not kept pace with this growth. The result is less contact time for lecturers and their students, and corresponding worries about how the quality of teaching and learning can be improved. Peer tutoring is one method which is growing in popularity, and has already proved successful in a number of countries. This book provides an introduction to the methods and practice of peer tutoring focusing on how to set up schemes and how to cope with common problems. It discusses the theory behind this form of learning and the beneficial effects associated with it. Summaries are included at the end of each chapter.

Learning Tracks: Planning and Assessing Learning for Children with Severe and Complex Needs

by Jilly Catlow Lindy Furby

Learning Tracks is an assessment tool to support the planning and assessment of learning for children and young people with severe and complex learning disabilities (SCLD). It was designed by Lindy Furby and Jilly Catlow while teaching at St Crispin’s School for children and young people with severe and complex learning disabilities. At the very early stages of learning, the steps that children and young people make can be small but incredibly significant for them and those who teach them. However, it can be problematic to evidence and formally recognise these achievements and plan next steps. Learning Tracks presents a framework to recognise achievement at these early levels and plan for progression through challenge, breadth and application. The Learning Tracks framework for recognising achievement at very early levels of learning: Can help teachers understand the way their children may be learning Offers a vocabulary for describing the learning Offers a structure for planning the learning When you purchase Learning Tracks, you receive the book that introduces you to the framework and theories underpinning Learning Tracks, describes the curriculum included and demonstrates how it can be implemented in your setting. In addition to this book you will also receive access to the complete ready-made Learning Tracks assessment tool that can be downloaded online. This is available as a PDF with editable elements and a template you can personalise it to suit your individual needs.

Learning Tracks: Planning and Assessing Learning for Children with Severe and Complex Needs

by Jilly Catlow Lindy Furby

Learning Tracks is an assessment tool to support the planning and assessment of learning for children and young people with severe and complex learning disabilities (SCLD). It was designed by Lindy Furby and Jilly Catlow while teaching at St Crispin’s School for children and young people with severe and complex learning disabilities. At the very early stages of learning, the steps that children and young people make can be small but incredibly significant for them and those who teach them. However, it can be problematic to evidence and formally recognise these achievements and plan next steps. Learning Tracks presents a framework to recognise achievement at these early levels and plan for progression through challenge, breadth and application. The Learning Tracks framework for recognising achievement at very early levels of learning: Can help teachers understand the way their children may be learning Offers a vocabulary for describing the learning Offers a structure for planning the learning When you purchase Learning Tracks, you receive the book that introduces you to the framework and theories underpinning Learning Tracks, describes the curriculum included and demonstrates how it can be implemented in your setting. In addition to this book you will also receive access to the complete ready-made Learning Tracks assessment tool that can be downloaded online. This is available as a PDF with editable elements and a template you can personalise it to suit your individual needs.

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Showing 40,551 through 40,575 of 85,753 results