Teaching of a specific subject Books

Book SynopsisA subject-specific guide for teachers to supplement professional development and provide resources for lesson planning. Approaches to learning and teaching Modern Foreign Languages is the perfect companion for teachers who want to understand key teaching techniques and use them to create effective and engaging lessons. Considering the local and global contexts when planning and teaching a syllabus, the title presents ideas for modern foreign languages with practical examples that help put teaching theory into practice. Teachers can download online tools for lesson planning from our website. This book is ideal support for those new to teaching or wanting to refresh their ideas, and for those studying professional development qualifications or PGCEs.Table of Contents1 Introduction to the series by the editors; 2 Purpose and context; 3 The nature of the subject; 4 Key considerations; 5 Interpreting a syllabus; 6 Active learning; 7 Assessment for Learning; 8 Metacognition; 9 Inclusive education; 10 Teaching with digital technologies; 11 Global thinking; 12 Reflective practice; 13 Understanding the impact of classroom practice on student progress; Recommended reading; Index

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Book SynopsisA guide to an evidence-based approach for teaching college-level psychology courses Teaching Psychology offers an evidence-based, student-centered approach that is filled with suggestions, ideas, and practices for teaching college-level courses in ways that contribute to student success. The authors draw on current scientific studies of learning, memory, and development, with specific emphasis on classroom studies. The authors offer practical advice for applying scholarly research to teaching in ways that maximize student learning and personal growth. The authors endorse the use of backward course design, emphasizing the importance of identifying learning goals (encompassing skills and knowledge) and how to assess them, before developing the appropriate curriculum for achieving these goals. Recognizing the diversity of today''s student population, this book offers guidance for culturally responsive, ethical teaching. The text explores techniques foTable of ContentsAbout the Authors xi Foreword xiii About the Companion Website xvii Introduction 1 1 Why a Student‐Centered Approach to Teaching? 5 1.1 A Paradigm Shift? 5 1.2 Setting the Stage for Transformative Learning 7 1.3 Knowing Your Students 7 1.3.1 Connecting Identity with Motivation for Learning 7 1.3.2 Teaching Digital Natives 8 1.3.3 Our Diverse Student Body 9 1.4 Supporting First‐Generation College Students 12 1.5 Culturally Responsive Instruction 13 1.5.1 Fostering an Environment of Inclusivity 14 1.5.2 Fostering Positive Attitudes toward Learning 18 1.5.3 Enhancing Meaning for Students through Active Learning 19 1.6 Starting Off with a Student‐Centered Philosophy 21 1.7 Summary 22 2 Designing a Course Based on Learning Objectives 23 2.1 Backward Course Design 23 2.2 Step 1: Developing Learning Goals and Objectives 24 2.3 Step 2: Developing Assessment Strategies 26 2.4 Step 3: Creating Meaningful Learning Experiences in the Classroom 31 2.4.1 Pre‐Class Preparation and Using Readings 31 2.4.2 Selecting a Textbook 33 2.5 Universal Design 35 2.5.1 Should Instruction Be Tailored to Students’ Preferred Learning Styles? 37 2.6 Creating a Syllabus 38 2.7 Interim and Post‐Course Reflection and Student Evaluation: How Is it Going? 42 2.8 Summary 44 2.A Syllabus Checklist 44 3 Effective Multimedia Instruction 45 3.1 Use (and Abuse) of PowerPoint (PPT) in Higher Education 45 3.1.1 Best Practices for Slideware and Other Multimedia Presentations in the Classroom 46 3.1.2 More Innovative Use of Slideware 48 3.2 Student Response Systems 49 3.2.1 Student Collaboration and SRSs 51 3.2.2 Scientific Literacy and SRSs 52 3.3 Use of Videos and Video Clips in Classes 52 3.3.1 Guidance on Using Potentially Distressing Video Materials 56 3.4 Information Literacy and the Effective Use of the Internet 57 3.4.1 Benefits of Wikipedia Editing Assignments 60 3.5 Other Multimedia Projects 62 3.5.1 Student‐Created Videos and Podcasts 63 3.5.2 Digital Stories 65 3.6 Summary 67 4 Advancing Critical Thinking through Active Learning 69 4.1 What is Critical Thinking? 69 4.2 Critical Thinking Instruction 71 4.2.1 Activity‐Based Instruction 72 4.3 Oral Communication: Talking to Learn (and Learning to Talk) 73 4.3.1 Fostering Inclusive Discussion 73 4.3.2 Debates 76 4.3.3 Role‐Playing 77 4.4 In‐Class Demonstrations and Simulations 80 4.5 Distinguishing Science from Pseudoscience in Psychology Classes 82 4.5.1 Developing Digital Literacy Skills 84 4.6 Developing Qualitative and Quantitative Reasoning Skills 85 4.6.1 Qualitative Reasoning 85 4.6.2 Quantitative Reasoning 87 4.6.3 Problem‐Based Learning 89 4.7 Service Learning and Community‐Based Research 89 4.8 Challenges of Assessing Improvements in Critical Thinking 92 4.9 Summary 93 5 Group Work 95 5.1 Benefits of Group Work 95 5.1.1 Theoretical Underpinnings of Why Small‐Group Work Works 97 5.2 Effective Strategies for Participation 98 5.2.1 Setting the Scene for Group Work 98 5.2.2 Gearing Up for Formal Group Work 100 5.2.3 Structuring a Cooperative Learning Task 101 5.2.4 Group Composition 102 5.2.5 Helping Students Develop Collaborative, Leadership, and Planning Skills 103 5.3 How to Minimize Undesirable Group Behaviors 105 5.3.1 Social Loafing and Free‐Riding 105 5.3.2 Supporting “Involuntary” Free‐Riders 106 5.3.3 Lone Wolves 107 5.4 Cooperative Learning Structures 107 5.4.1 Learning Together and Alone 107 5.4.2 Inter‐Teaching 107 5.4.3 Problem‐Based Learning 108 5.4.4 Team‐Based Learning 110 5.4.5 Jigsaw Classroom Design 112 5.5 Cooperative Learning Games 113 5.6 Summary 114 6 Learning to Write and Writing to Learn 115 6.1 The Value of Writing in Learning 115 6.2 Strategies for Teaching Reading and Writing 116 6.2.1 Strategies for Designing Introductory Psychology Writing Assignments 117 6.2.2 Next Steps in Designing Psychology Writing Assignments 118 6.3 Helping Students to Improve Writing Drafts 121 6.3.1 Encouraging Students to Think Metacognitively about Writing 121 6.3.2 Using Peer Review to Give Feedback 122 6.3.3 Giving Effective Feedback and Helping Students Respond to Feedback 123 6.3.4 Using Rubrics to Provide Feedback 126 6.4 Plagiarism 127 6.5 Lowering the Stakes in Writing Assignments 128 6.5.1 Small Paper Writing 129 6.5.2 Minute Papers 130 6.5.3 Microthemes 131 6.5.4 Reflection Papers 132 6.5.5 Creative Writing Assignments in Psychology 132 6.5.6 Journaling 132 6.6 Summary 134 7 Enhancing Learning through Testing, Metacognitive Development, and Psychosocial Interventions 135 7.1 Why Use Tests in Student‐Centered Teaching? 135 7.1.1 Benefits of Retrieval Practice 136 7.1.2 Importance of Distributing and Interleaving Practice 137 7.2 Using Quizzes in Your Classes 138 7.2.1 Quiz and Test Design 139 7.2.2 Helping Students to Use Quiz and Test Feedback to Enhance Learning 142 7.2.3 Cumulative Tests 143 7.3 Students’ Metacognitive Biases 143 7.3.1 Instructors’ Metacognitive Biases 145 7.4 Building Study Habits 145 7.5 Mindsets around Testing and Learning 149 7.5.1 Overcoming Student Anxiety and Increasing Motivation for Learning 150 7.5.2 Dealing with Failure and Building Resilience 152 7.6 Summary 154 8 Gearing Up to Teach Online 155 8.1 The Continuum of Online Instruction 155 8.2 How Course Management Systems can Make Face‑to‑Face Classes More Student‐Centered 156 8.3 Using Online Tools to Facilitate Writing, Collaboration, and Critical Thinking 158 8.3.1 What Kinds of Blog Assignment Work? 161 8.3.2 How to Set Up a Successful Blog Assignment 163 8.3.3 Using Wikis to Improve Writing, Critical Thinking, and Information Literacy 164 8.4 Teaching in a Flipped Classroom 166 8.4.1 Activities for the Flipped Classroom 169 8.5 Transitioning to Teaching Fully Online 170 8.6 Summary 173 9 Becoming an Effective and Fulfilled Teacher 175 9.1 Ethical Teaching Using an Evidence‐Based Approach 175 9.2 Ethical Classroom Management 178 9.3 Closing the Loop: Evaluating the Effectiveness of Your Instruction 179 9.4 The Scholarship of Teaching and Learning 181 9.5 Mentoring Student Research 185 9.6 Self‐Assessment 186 9.7 Developing a Teaching Portfolio 187 9.8 Writing a Teaching Philosophy Statement 187 9.9 Summary 191 References 193 Index 259

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Book SynopsisThis book develops a fresh perspective on everyday forms of engagement, one that foregrounds the role of objects, technologies and settings in democracy. Examining a range of devices, from smart meters to eco-homes, the book sets out new concepts and methods for analyzing the relations between participation, innovation and the environment.Trade Review"A rich and stimulating book.'' - Journal of Cultural Economy "Marres' attention to the material conditions of political participation is not a return to materialism but a deep redefinition of each of those terms: why does politics matter and what does it mean to be involved into politics? Before her a pragmatist view of politics and publics remained abstract, without a clear method to follow the objects, pragmata, that give relevance to the creation of the public. Marres' work deeply renews what it is for the study of politics and participation to take material conditions seriously." - Bruno Latour, Professor, Sciences Po, Paris, France "Material Participation is a book about the role of objects in political participation. It is part of what has been called the object turn what Noortje Marres, more delightfully, calls the coming out of things. It is an account of how moral and political phenomena may unfold on the plane of things. It deploys a vocabulary of modality, multi-valence, implication, accomplishment, setting and relevance to make visible the middling work of objects. And in doing so offers us the possibility of taking part in a politics of co-articulation, of producing new, more variable kinds of connections between publics, ontology, and the empirical." - Celia Lury, Professor, Centre for Interdisciplinary Methodologies, University of Warwick, UKTable of Contents1. Participation as if Things Mattered 2. The Invention of Material Publics: Returns to American Pragmatism 3. Engaging Devices: Everyday Carbon Accounting and the Cost of Involvement 4. Sustainable Living Experiments or a 'Coming Out' for the Politics of Things 5. Ecoshowhomes and the Material Politics of Experimental Variation 6. Re-distributing Problems of Participation

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Book Synopsis1 Toward an Anthropology of Graphing: An Introduction.- 1.1 Graphing is Pervasive.- 1.2 Nature of Practice.- 1.3 Reading Graphs as Semiotic Practice.- 1.4 Graphs as Sign Objects.- 1.5 Graphing as Rhetorical Practice.- 1.6 Graphs as Conscription Devices.- 1.7 Conclusion and Outlook.- One: Graphing in Captivity.- 2 From Expertise' to Situated Reason: The Role of Experience, Familiarity, and Usefulness.- 3 Unfolding Interpretations: Graph Interpretation as Abduction.- 4 Problematic Readings: Case Studies of Scientists Struggling with Graph Interpretation.- 5 Articulating Background: Scientists Explain Graphs of their Own Making.- Two: Graphing in the Wild.- 6 Reading Graphs: Transparent Use of Graphs in Everyday Activity.- 7 From Writhing Lizards to Graphs: The Development of Embodied Graphing Competence.- 8 Fusion of Sign and Referent: From Interpreting to Reading of Graphs.- Appendix: The Tasks.- A.1 Plant Distributions.- A.2 Population Dynamics.- A.3 Isoclines.- A.4 Scientists' Graphs.- Notes.- References.Table of Contents1 Toward an Anthropology of Graphing: An Introduction.- 1.1 Graphing is Pervasive.- 1.2 Nature of Practice.- 1.3 Reading Graphs as Semiotic Practice.- 1.4 Graphs as Sign Objects.- 1.5 Graphing as Rhetorical Practice.- 1.6 Graphs as Conscription Devices.- 1.7 Conclusion and Outlook.- One: Graphing in Captivity.- 2 From ‘Expertise’ to Situated Reason: The Role of Experience, Familiarity, and Usefulness.- 2.1 How Competent are ‘Expert’ Scientists?.- 2.2 Data and Model of One ‘Expert’ Reading.- 2.3 What is Missing from the Standard Model?.- 2.4 Reading versus Interpreting.- 2.5 Critique of the Traditional Expert Model.- 2.6 Disciplinary Critique of the Population Graph.- 3 Unfolding Interpretations: Graph Interpretation as Abduction.- 3.1 Abduction.- 3.2 Between Ecology and Representation.- 3.3 Proliferation of Inscriptions.- 3.4 Perceptual Structures and Interpretants.- 3.5 Reference, Sense and Meaning.- 4 Problematic Readings: Case Studies of Scientists Struggling with Graph Interpretation.- 4.1 Toward an Alternative to Mental Deficiency.- 4.2 A Graph that Does not Convey any Information.- 4.3 Graph Demands Knowledge of Population Ecology.- 4.4 Graphs as Open Texts.- 4.5 Are Scientists Experts and Others Novices?.- 5 Articulating Background: Scientists Explain Graphs of their Own Making.- 5.1 From Interpreting to Reading Graphs.- 5.2 Transparent Graphs in Scientific Research.- 5.3 Graphing and Activity Systems.- 5.4 Doing Puzzles versus Articulating Work.- Two: Graphing in the Wild.- 6 Reading Graphs: Transparent Use of Graphs in Everyday Activity.- 6.1 From Captivity to the Wild.- 6.2 Practical Competence in Everyday Situations.- 6.3 Creek, Community, and History.- 6.4 Graphs and the Concrete Lived-in World.- 6.5 Division of Labor.- 6.6 Graphs as Sites of Struggle.- 6.7 Knowing Graphs in Context.- 7 From Writhing Lizards to Graphs: The Development of Embodied Graphing Competence.- 7.1 Graphs: Inside and from Outside.- 7.2 From Writhing and Biting Lizards to Docile Graphs.- 7.3 Fieldwork and Embodied Understanding.- 7.4 Ecological Fieldwork is Coordination Work.- 7.5 Taming Nature: Measuring.- 7.6 Measurement: Adequatio Rei et Instrumenta.- 7.7 Calculating at Last.- 7.8 Mathematization of Professional Vision.- 8 Fusion of Sign and Referent: From Interpreting to Reading of Graphs.- 8.1 Introduction.- 8.2 Experimenting and Visual Topology.- 8.3 Laboratory and People.- 8.4 One Data Run.- 8.5 Continuity of the Object.- 8.6 Transformations.- 8.7 Into the Community.- 8.8 Mutual Stabilization of Graph and ‘Natural Object’.- Appendix: The Tasks.- A.1 Plant Distributions.- A.2 Population Dynamics.- A.3 Isoclines.- A.4 Scientists’ Graphs.- Notes.- References.

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Book SynopsisCommunication in the Mathematics Classroom.- Inquiry Co-Operation.- Further Development of the Inquiry Co-Operation Model.- Dialogue and Learning.- Intention and Learning.- Reflection and Learning.- Critique and Learning.- Critical Epistemology and the Learning of Mathematics.Table of ContentsAcknowledgements. Introduction. 1. Communications in the Mathematics Classroom. 2. Inquiry Co-operation. 3. Further Development of the Inquiry Co-operation Model. 4. Dialogue and Learning. 5. Intention and Learning. 6. Reflection and Learning. 7. Critique and Learning. 8. Critical Epistemology and the Learning of Mathematics. References. Name Index. Subject Index.

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Book SynopsisPrepare with confidence for SATs tests with Scholastic National CurriculumTests. Now sold in a book format. [Content previouslypublished as separate test papers in packs of the same name]

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Book SynopsisWith the renewed emphasis in the Primary Framework on Speaking and Listening, Molly's book on Drama provides a refreshing approach to drama teaching. The activities are excellent as 'ice-breakers' or for 'getting to know you' sessions for adults and children both in school and during out of school drama clubs.Trade Review'Packed full of innovative ideas to prompt drama activities.' Junior Education Plus (October 2009)

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