By Mike Leibling
Designed with a selected concentrate on school room concerns instead of schooling as an entire, this advisor presents lecturers with solutions to the various questions they face daily and is choked with proof and methods, useful counsel, and traps to prevent. This broadly researched, no-nonsense consultant covers all of the significant academic matters in a brief, jargon-free approach supplying suggestions to the information-overload that confronts instructing employees. It additionally covers invaluable theories; technical info; phrases, acronyms and methods; and up to date laws that would aid lecturers by way of: getting extra delight out of educating dealing with scholars (and mom and dad, and associates) in what may be an more and more tense setting getting up to date details (from upload to ZPD). The A-Z of studying is simple to digest and is a vital source for a person within the ‘front line’ of schooling.
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Extra info for The A-Z of Learning: Tips and Techniques for Teachers
From a teacher’s point of view, the more positive you are in the way you teach, and the more positive the student feels, the easier they will learn. Neo-cortex – is at the top of the brain, and is thought to be the cognitive or thinking area where problem-solving and pattern-seeking happen. Another model describes the two distinct hemispheres of the neo-cortex as if they were individual brains: ■ ■ Left hemisphere/brain – was thought to be the verbal and analytical side of the brain, controlling facts and language and logic.
Bitesize learning is useful for longer-term revision, as it discourages students from ‘cramming’ at the last minute and encourages them to see revision as an ongoing process that can be planned. g. a combination of classroom teaching with independent E-LEARNING. Bloom’s Taxonomy of the Cognitive Domain was published in 1956 by a group of educators led by Benjamin Bloom. It is a commonly-used hierarchy of THINKING SKILLS and learning abilities, starting with the ‘easiest’ and finishing with the most cognitively demanding, or ‘higher-order’ skills.
Confidentiality is a responsibility we all have, if things have been told to us privately. ) We all, however, also have a responsibility to report any situation where we feel that someone may be at risk. How do we balance these two responsibilities? Traps ٗ ٗ Do not agree to keep anything confidential unless you know what you’re letting yourself in for. Go step-by-step and say that you’ll listen to what they have to say before you can promise complete confidentiality. Tell them you’ll let them know if at any stage you feel uncomfortable, and you need to discuss your feelings further (or words to that effect).
The A-Z of Learning: Tips and Techniques for Teachers by Mike Leibling