Search Results for "this-is-how-we-do-it-characteristics-of-effective-learning-in-early-years"

How People Learn

How People Learn

Brain, Mind, Experience, and School: Expanded Edition

  • Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice
  • Publisher: National Academies Press
  • ISBN: 0309131979
  • Category: Education
  • Page: 384
  • View: 6197
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

The Characteristics of Effective Learning

The Characteristics of Effective Learning

Creating and capturing the possibilities in the early years

  • Author: Annie Woods
  • Publisher: Routledge
  • ISBN: 1317618742
  • Category: Education
  • Page: 140
  • View: 4073
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The characteristics of effective learning – playing and exploring, active learning and creating and thinking critically – underpin young children’s learning and development and are central to the revised Early Years Foundation Stage. Practitioners need to be confident of planning, observing and assessing characteristics of effective learners and understand how they support children’s learning and development. The book explores what the characteristics of effective learning look like and how practitioners can create opportunities for children to express them. It considers the ways in which they connect with children’s natural explorations, play, enjoyement and the environments created by adults. Throughout the focus is on building on children’s own interests as practitioners plan for, observe and assess playing and exploring, active learning and creativity and critical thinking. Including encounters from authentic settings and provocative questions for reflective practice, the book covers: children’s well-being and motivations creating effective learning possibilities for all children engaging children’s interests the role of the adult and environment sustained shared thinking This timely new text aims to help practitioners and students develop their understanding of the charactersitics of effective learning and show them how they can support young children in become effective and motivated learners.

Characteristics of Effective Early Learning

Characteristics of Effective Early Learning

Helping Young Children Become Learners for Life

  • Author: Helen Moylett
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335263275
  • Category: Education
  • Page: 162
  • View: 2676
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This book aims to help practitioners understand more about how children learn and to reflect on the implications of that understanding for supporting learning in the early years.

Understanding Behaviour in the Early Years

Understanding Behaviour in the Early Years

A practical guide to supporting each child's behaviour in the early years setting

  • Author: Kay Mathieson
  • Publisher: Andrews UK Limited
  • ISBN: 1909280151
  • Category: Education
  • Page: 66
  • View: 1558
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Understanding Behaviour in the Early Years provides information, practical suggestions and ideas that enable practitioners to take a positive approach to young children's learning about behaviour. Linked directly to the revised EYFS, this title includes practical suggestions based on sound theory and effective practice. This guide highlights the importance of working in partnership with parents to understand and support children's behavioural learning and aims to increase practitioners' confidence in supporting children's learning about behaviour. Includes chapters on: early intervention in the context of supporting behavioural learning, theoretical perspectives on behavioural learning, thinking about social learning, thinking about emotional learning, thinking about behavioural learning and using observation and analysis to develop effective strategies.

How Children Learn

How Children Learn

  • Author: John Holt
  • Publisher: Da Capo Press
  • ISBN: 0786746904
  • Category: Education
  • Page: 320
  • View: 2682
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This enduring classic of educational thought offers teachers and parents deep, original insight into the nature of early learning. John Holt was the first to make clear that, for small children, “learning is as natural as breathing.” In this delightful yet profound book, he looks at how we learn to talk, to read, to count, and to reason, and how we can nurture and encourage these natural abilities in our children.”

What Is It About Me You Can't Teach?

What Is It About Me You Can't Teach?

An Instructional Guide for the Urban Educator

  • Author: Eleanor Renee Rodriguez,James Bellanca
  • Publisher: Corwin Press
  • ISBN: 1483334112
  • Category: Education
  • Page: 256
  • View: 2310
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This second edition provides strategies to increase student engagement, develop cognitive skills, and empower students to take responsibility for their own learning.

Eager to Learn:

Eager to Learn:

Educating Our Preschoolers

  • Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Early Childhood Pedagogy
  • Publisher: National Academies Press
  • ISBN: 0309068363
  • Category: Education
  • Page: 468
  • View: 4059
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Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers--and learners--every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.

The Thinking Child

The Thinking Child

Laying the foundations of understanding and competence

  • Author: Pamela May
  • Publisher: Routledge
  • ISBN: 1136329064
  • Category: Education
  • Page: 106
  • View: 1651
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What characteristics do children need to become motivated to learn? How do children’s experiences and relationships affect their cognitive development? How do you provide learning experiences that meet the developmental needs of every child in your care? The Thinking Child thoughtfully discusses the key principles of children’s cognitive and intellectual development alongside descriptions of everyday practice. It clearly explains the cognitive strategies that children use to learn new knowledge, the development of cognitive milestones such as symbolism, memories and the imagination, metacognition and creativity along with research into how the brain processes information. Throughout the book, the author considers the key characteristics of effective learning and shows how play is one of the primary mechanisms that children use to access new knowledge and to consolidate their emerging ideas and concepts. These characteristics are then applied to integral aspects of early years practice to show how pracitioners can: motivate children to learn new knowledge about themselves and the world around them; help children to develop their own ideas creatively and use this knowledge as a base to learn new things; reflect on their own teaching methods to encourage children’s engagement, motivation and creativity through effective observation and planning; engage with parents and carers to help support children’s learning at home whilst maintaining the values of the family; celebrate the uniqueness of each child and provide learning experiences that are appropriate for individuals with particular learning needs, be they physical, emotional or cognitive to ensure that every child has an equal opportunity to succeed. Emphasising the importance of understanding the theory that underpins children’s cognitive development, this accessible text shows practitioners how they can use this knowledge to provide learning opportunities that nourish children’s thinking and creative skills.

Etude

Etude

  • Author: Theodore Presser
  • Publisher: N.A
  • ISBN: N.A
  • Category: Music
  • Page: N.A
  • View: 501
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Includes music.

Effective Learning in the Life Sciences

Effective Learning in the Life Sciences

How Students Can Achieve Their Full Potential

  • Author: David Adams
  • Publisher: John Wiley & Sons
  • ISBN: 1119977630
  • Category: Science
  • Page: 288
  • View: 8033
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Effective Learning in the Life Sciences is intended to help ensure that each student achieves his or her true potential by learning how to solve problems creatively in laboratory, field or other workplace setting. Each chapter describes state of the art approaches to learning and teaching and will include case studies, worked examples and a section that lists additional online and other resources. All of the chapters are written from the perspective both of students and academics and emphasize and embrace effective scientific method throughout. This title also draws on experience from a major project conducted by the Centre for Bioscience, with a wide range of collaborators, designed to identify and implement creative teaching in bioscience laboratories and field settings. With a strong emphasis on students thinking for themselves and actively learning about their chosen subject Effective Learning in the Life Sciences provides an invaluable guide to making the university experience as effective as possible.

Beyond Constructivism

Beyond Constructivism

Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching

  • Author: Richard A. Lesh,Helen M. Doerr
  • Publisher: Psychology Press
  • ISBN: 9780805838220
  • Category: Education
  • Page: 597
  • View: 3938
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This book has two primary goals. On the level of theory development, the book clarifies the nature of an emerging "models and modeling perspective" about teaching, learning, and problem solving in mathematics and science education. On the level of emphasizing practical problems, it clarifies the nature of some of the most important elementary-but-powerful mathematical or scientific understandings and abilities that Americans are likely to need as foundations for success in the present and future technology-based information age. Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendices for each chapter, designed to supplement the print chapters with digital resources that include example problems, relevant research tools and video clips, as well as transcripts and other samples of students' work: http://tcct.soe.purdue.edu/booksULandULjournals/modelsULandUL modeling/ This is an essential volume for graduate-level courses in mathematics and science education, cognition and learning, and critical and creative thinking, as well as a valuable resource for researchers and practitioners in these areas.

Engaging Young Children in Museums

Engaging Young Children in Museums

  • Author: Sharon Shaffer
  • Publisher: Left Coast Press
  • ISBN: 1611321999
  • Category: Business & Economics
  • Page: 176
  • View: 8365
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What does a museum do with a kindergartner who walks through the door? The growth of interest in young children learning in museums has joined the national conversation on early childhood education. Written by Sharon Shaffer, the founding Executive Director of the innovative Smithsonian Early Enrichment Center, this is the first book for museum professionals as well as students offering guidance on planning programming for young children.This groundbreaking book:-Explains the various ways in which children learn-Shows how to use this knowledge to design effective programs using a variety of teaching models-Includes examples of successful programs, tested activities, and a set of best practices

Meeting the Needs of Your Most Able Pupils

Meeting the Needs of Your Most Able Pupils

Music

  • Author: Jonathan Savage
  • Publisher: Routledge
  • ISBN: 1843123479
  • Category: Education
  • Page: 158
  • View: 1700
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Meeting the Needs of Your Most Able Pupils in Music covers the areas that all music teachers need to be aware of: recent government legislation, national initiatives and departmental policy. Individual titles then provide subject specific guidance, illustrated with case studies, on the following areas: support for more able pupils with learning difficulties (dyslexia, ADHD, sensory impairment) recognizing high ability or potential multiple intelligences/learning styles classroom provision planning differentiation, extension/enrichment teacher questioning skills homework recording and assessment beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with universities, businesses and other organizations. For secondary teachers, subject heads of Departments, Gifted and Talented coordinators, SENCOs and LEA advisers.

Developing Faculty Learning Communities at Two-Year Colleges

Developing Faculty Learning Communities at Two-Year Colleges

Collaborative Models to Improve Teaching and Learning

  • Author: Susan Sipple,Robin Lightner
  • Publisher: Stylus Publishing, LLC
  • ISBN: 157922847X
  • Category: Education
  • Page: 224
  • View: 5216
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This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

Chambers's Journal

Chambers's Journal

  • Author: N.A
  • Publisher: N.A
  • ISBN: N.A
  • Category: Humanities
  • Page: N.A
  • View: 8536
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Schools

Schools

  • Author: Sandra Mathison,E. Wayne Ross
  • Publisher: Greenwood Publishing Group
  • ISBN: 9780313339417
  • Category:
  • Page: 784
  • View: 6444
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No topic sparks an argument faster among the American public, even with relatively apolitical people, than how their children are taught. In schools across the country, school boards, parents, teachers, and students themselves debate issues ranging from charter schools, to the first amendment rights of students, to the efficacy of the No Child Left Behind Act. School districts in Georgia and Pennsylvania have seen battles over the teaching of evolution; places as diverse as Colorado, Washington, and Kentucky have had debates over how best to protect children while at school. Battleground: Schools provides an in-depth, balanced overview of these controversial topics and enables teachers, students, and their parents to better understand the foundations of these conflicts.

The Executive Guide to Integrated Talent Management

The Executive Guide to Integrated Talent Management

  • Author: Pat Galagan
  • Publisher: American Society for Training and Development
  • ISBN: 1562867547
  • Category: Business & Economics
  • Page: 272
  • View: 3731
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This guidebook paves the way to integrated talent management by assembling the collective experience and insight of 19 experts who examine research-based theories and current practices in highly successful enterprises. These contributors (including Marshall Goldsmith, Peter Cappelli, Leslie Joyce, and Edward E. Lawler, among others) provide practical advice about how you can adopt effective, state-of-the-art methods in your own organisation.

Inspiring Science in the Early Years: Exploring Good Practice

Inspiring Science in the Early Years: Exploring Good Practice

  • Author: Di Stead and Lois Kelly
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335264530
  • Category: Education
  • Page: 170
  • View: 3333
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Social Work Practice and the Law

Social Work Practice and the Law

  • Author: Dr. Lyn K. Slater, PhD,Kara R. Finck, JD
  • Publisher: Springer Publishing Company
  • ISBN: 0826117678
  • Category: Social Science
  • Page: 440
  • View: 8717
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"This is the first book to give social workers the tools to understand their clients' legal needs and rights and to address them collaboratively and effectively. Lyn Slater and Kara Finck ground their text in a comprehensive grasp of the legal system and the inequities of race, class, and gender that shape clients' experiences. Social Work Practice and the Law is a powerful call for social workers to be passionate and skillful advocates for their clients. Essential reading for social workers and lawyers alike who serve low-income people entangled in systems that so often fail them." Dorothy Roberts, JD Kirkland & Ellis Professor, Northwestern University School of Law Author, Shattered Bonds: The Color of Child Welfare Based on the author's innovative and nationally recognized prototype for inter-professional work at Fordham University, this is the only volume about social work and the legal system that is written from the social worker's perspective. Devoid of "legalese," the book is designed to help social workers develop the ability to reappraise, question, and challenge the law to best serve their clients. It aims to promote the development of a more strategic relationship with the legal system-a partnership that can achieve more creative and just solutions to social problems. Exhaustive in scope, Social Work and the Law identifies current national and international trends and legal movements that support and invite inter-professional, critically competent social work participation. The book also identifies and explains the essential knowledge, skills, values, and attitudes necessary for the attainment of collaborative critical competence when interacting with the legal system. Each chapter includes vivid case studies based on actual collaborations that illustrate the application of theory to practice. Chapters also include legal, social work, and evidence-based resources. Key Features: Promotes a proactive approach to the ways in which social workers can use law to promote clients' best interests Addresses all domains of social work practice-child welfare, housing law, educational access, disability law, benefits, and more Offers abundant case studies taken from the authors' real-life work Devoid of "legalese" and written from a social worker's perspective