Download or read book Students Thought Processes written by Merlin C. Wittrock and published by . This book was released on 1990 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formerly two separate chapters in The Handbook of Research on Training, this work draws a distinct relationship between the intertwined thought processes of students and teachers. The contributors discuss how the thoughts of the student affect the behaviour of the teacher and vice versa.
Download or read book Students Thought Processes Teachers Thought Processes written by Merlin C. Wittrock and published by . This book was released on 1986 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Thought Processes written by Christopher M. Clark and published by . This book was released on 1984 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Teaching and Learning Students thought processes written by and published by . This book was released on 1990 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How to Look at Student Work to Uncover Student Thinking written by Susan M. Brookhart and published by ASCD. This book was released on 2021-04-07 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are you picking up all your students' work is trying to tell you? In this book, assessment expert Susan M. Brookhart and instructional coach Alice Oakley walk teachers through a better and more illuminating way to approach student work across grade levels and content areas. You’ll learn to view students' assignments not as a verdict on right or wrong but as a window into what students "got" and how they are thinking about it. The insight you'll gain will help you * Infer what students are thinking, * Provide effective feedback, * Decide on next instructional moves, and * Grow as a professional. Brookhart and Oakley then guide teachers through the next steps: clarify learning goals, increase the quality of classroom assessments, deepen your content and pedagogical knowledge, study student work with colleagues, and involve students in the formative learning cycle. The book's many authentic examples of student work and teacher insights, coaching tips, and reflection questions will help readers move from looking at student work for correctness to looking at student work as evidence of student thinking.
Download or read book Teacher Thinking Beliefs and Knowledge in Higher Education written by N. Hativa and published by Springer Science & Business Media. This book was released on 2001-11-30 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.
Download or read book Visible Learning Feedback written by John Hattie and published by Routledge. This book was released on 2018-08-15 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Download or read book Teacher Thinking in Cultural Contexts written by Francisco Rios and published by SUNY Press. This book was released on 1996-01-01 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores how teachers think about students of color and/or a multicultural curriculum and presents opportunities for reconstructing teacher knowledge of the cultural context.
Download or read book Dimensions of Thinking and Cognitive Instruction written by Beau Fly Jones and published by Routledge. This book was released on 2013-05-13 with total page 591 pages. Available in PDF, EPUB and Kindle. Book excerpt: By establishing a conceptual framework and a common language for educators to work together, this volume attempts to answer the challenge facing all teachers -- how can students improve the quality of their thinking? Methods of strengthening the thought process include: helping students learn to monitor their attention and commitments; asking questions that require students to organize, analyze, and integrate information; setting tasks that involve complex processes such as problem solving and research; and modeling and reinforcing fair-mindedness.
Download or read book Teacher Thinking Professional Action written by Dr Pam Denicolo and published by Routledge. This book was released on 2005-10-09 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners. This book satisfies the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections: conceptual frames for teacher thought and action methods and approaches to the study of teacher though and action teacher judgment and evaluation of students teacher thinking and teacher education. Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.
Download or read book Stimulated Recall and Teachers Thought Processes written by Marcia J. Keith and published by . This book was released on 1988 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Thought Processes of Teachers written by Norma Linda González and published by . This book was released on 1998 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Higher Order Thinking to Young Learners K 3 written by Steffen Saifer and published by Taylor & Francis. This book was released on 2024-09-20 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: To be truly educated today, students need more than knowledge; they need higher-order thinking skills. Critical and creative thinking is required to recognize and counter disinformation, to overcome thinking errors, and to be successful in school and life. To effectively teach these skills, we must start early, when young minds are still forming. While K–3 students are capable of higher-order thinking, most lessons engage only their lower-order thinking. In this comprehensive book based on sound science, Dr. Saifer offers many practical and engaging ways to develop students’ logical, critical, and creative thinking skills within nearly every lesson, in all subject areas, and throughout the day. Teaching Higher-Order Thinking to Young Learners, K–3: How to Develop Sharp Minds for the Disinformation Age is key reading for any early childhood teacher, leader, or parent.
Download or read book Higher Order Thinking in Science Classrooms Students Learning and Teachers Professional Development written by Anat Zohar and published by Springer Science & Business Media. This book was released on 2004-01-31 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.
Download or read book Teaching Literacy in Third Grade written by Janice F. Almasi and published by Guilford Publications. This book was released on 2013-10-21 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third-grade classroom is a beehive of activity, in which young readers transition between emergent and more advanced levels of literacy. This expertly written guide brings to life the rewards and challenges of teaching third graders and helps teachers differentiate instruction for diverse learners. Vividly portraying a week in a highly motivating classroom, the authors present easy-to-use ideas and activities for building fluency, vocabulary, comprehension, writing, and more. Illustrations, reproducibles, grade-specific resources, and planning tips will make this handy book a boon to third-grade teachers every day of the year.
Download or read book Thought Processes of Teachers written by David Allister MacKay and published by . This book was released on 1980 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Uncovering Student Thinking About Mathematics in the Common Core Grades K 2 written by Cheryl Rose Tobey and published by Corwin Press. This book was released on 2013-06-12 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get to the core of your students’ understanding of math! Quickly and reliably identify your primary students’ math knowledge with these convenient and easy-to-implement diagnostic tools! Tobey and Fagan provide 25 new assessments specifically for Grades K–2 and directly aligned with the Common Core. Organized by strand, the probes will enable you to: Quickly and objectively evaluate each child’s prior knowledge of basic math and numeracy Systematically address common mistakes and obstacles before they become long-term problems Make sound instructional choices to improve all students’ math skills
