Coverart for item
The Resource Learn to teach : teach to learn, Catherine Scott

Learn to teach : teach to learn, Catherine Scott

Label
Learn to teach : teach to learn
Title
Learn to teach
Title remainder
teach to learn
Statement of responsibility
Catherine Scott
Creator
Subject
Language
eng
Cataloging source
AU@
Illustrations
  • illustrations
  • portraits
Index
index present
Literary form
non fiction
Nature of contents
bibliography
Target audience
specialized
Label
Learn to teach : teach to learn, Catherine Scott
Instantiates
Publication
Copyright
Bibliography note
Includes bibliographical references (pages 188-195) and index
Carrier category
volume
Carrier MARC source
rdacarrier
Content category
text
Content type MARC source
rdacontent
Contents
  • ch. 1
  • Further reading
  • ch. 7
  • Non-Cognitive Factors In School Success
  • Chapter objectives
  • Introduction: More to success
  • Explaining people and their actions
  • Attribution theory
  • Patterns of attribution
  • Stereotype threat
  • Carol Dweck and mindsets
  • Ideas That Shape Thinking About Teaching And Learning
  • Giftedness
  • Some more cross-cultural observations: Potentials and limits
  • Avoiding the fixed mindset: Harming by praising
  • Meanwhile, back in the Anglosphere: Achievement and ability
  • Other non-cognitive factors in success
  • Other labels to be wary of
  • Further reading
  • ch. 8
  • Experts And Novices
  • Chapter objectives
  • Chapter objectives
  • Introduction
  • Researching the transformation of novice to expert
  • Models of the development of expertise
  • Propositional and procedural knowledge
  • Developing other aspects of teaching expertise
  • The knowledge base of teaching
  • Your development as a thinker and a practitioner: Perry's theory of intellectual and ethical development
  • Your students are novices too
  • Thinking skills, creativity and other higher order attributes
  • Bloom's Taxonomy
  • Introduction
  • How to build expertise
  • Further reading
  • ch. 9
  • Teaching Unplugged: Talk For Learning
  • Chapter objectives
  • Introduction
  • Social psychology in the classroom
  • Nurturing autonomy: Knowing when to let go
  • Talk for learning
  • Classroom talk
  • Psychology's contribution: A brief history
  • The Five Nations Study: An international study of teaching and learning
  • Where dialogue is practised
  • What children currently learn
  • What children could learn
  • I did it myself?
  • Dialogic teaching, again
  • Further reading
  • ch. 10
  • Assessment And Feedback: Teaching's Engine Room
  • Chapter objectives
  • The little scientists: Inquiry learning
  • Introduction
  • Assessment
  • Types of assessment
  • Designing assessment: The first steps
  • Validity and reliability
  • Reliability
  • Rubrics
  • Assessing teaching: An example of rubrics in action
  • Normative and criterion-referenced assessment
  • Student involvement in assessment
  • New and improved: Beware of gurus
  • Feedback
  • Level of feedback: Not all feedback is equal
  • Further reading
  • Other ideas that influence education: The social context of teaching
  • The really big picture: Education and culture
  • Further reading
  • Machine generated contents note:
  • ch. 2
  • Culture And Education
  • Chapter objectives
  • Introduction: What do we value?
  • Mary Douglas's cultural theory
  • English-speaking cultures
  • Schools in a competitive world
  • Devolving responsibility to schools
  • Inside schools: Which culture?
  • Choice: Is more better?
  • What do you need to know, to teach well?
  • Choice in schools
  • Personalised learning
  • Competition
  • An important role for teachers
  • Further reading
  • ch. 3
  • Natural Pedagogy
  • Chapter objectives
  • Introduction: Nature and nurture -- yes, again
  • What makes us human?
  • Why another textbook?
  • The role of culture: Vygotsky
  • Cognitive tools
  • The role of schooling
  • Language: The ultimate cognitive tool
  • The Zone of Proximal Development
  • School and culture
  • The costs to children of segregation
  • We are all teachers now
  • We have always all been teachers
  • Further reading
  • Why do people believe things?
  • ch. 4
  • Intelligence
  • Chapter objectives
  • Introduction
  • The first of the names: Francis Galton
  • Alfred Binet
  • David Wechsler
  • Culture fair tests
  • One ability or many?
  • Charles Spearman
  • Cognitive bias
  • Louis Thurstone and primary mental abilities
  • J P Guilford and lots of mental abilities
  • Raymond Cattell
  • The Cattell-Horn-Carroll model of cognitive ability: There is a g
  • IQ: The dark side
  • Robert Sternberg
  • The Flynn effect
  • Group differences
  • The curious case of mathematics
  • The Flynn effect and cognitive tools
  • The science of infant feeding
  • Other consequences of the Flynn effect
  • What about Multiple Intelligences?
  • There is a g, but what exactly is that?
  • Further reading
  • ch. 5
  • Cognitive Tools In The Classroom
  • Chapter objectives
  • Introduction
  • Structures and processes
  • Sensory memory
  • The place of values
  • Working memory
  • Working memory in the classroom
  • Working memory and intelligence: At last we track down g
  • Long-term memory
  • Brain building
  • School improves memory too
  • Further reading
  • ch. 6
  • Memory Processes: Making It Stick
  • Chapter objectives
  • The book
  • Introduction: May I have your attention?
  • Attention and memory
  • Remembering
  • Ideas for avoiding ̀Luigi moments': Storytelling
  • Look it up on the Web?: Teaching facts
  • The role of repetition
  • Massed versus distributed practice
  • Meta-memory
  • Growing memory
  • Increasing memory capacity
Control code
ocn893527738
Dimensions
25 cm
Extent
xi, 202 pages
Isbn
9781107647190
Media category
unmediated
Media MARC source
rdamedia
Other physical details
illustrations (some colour), portraits
System control number
(OCoLC)893527738
Label
Learn to teach : teach to learn, Catherine Scott
Publication
Copyright
Bibliography note
Includes bibliographical references (pages 188-195) and index
Carrier category
volume
Carrier MARC source
rdacarrier
Content category
text
Content type MARC source
rdacontent
Contents
  • ch. 1
  • Further reading
  • ch. 7
  • Non-Cognitive Factors In School Success
  • Chapter objectives
  • Introduction: More to success
  • Explaining people and their actions
  • Attribution theory
  • Patterns of attribution
  • Stereotype threat
  • Carol Dweck and mindsets
  • Ideas That Shape Thinking About Teaching And Learning
  • Giftedness
  • Some more cross-cultural observations: Potentials and limits
  • Avoiding the fixed mindset: Harming by praising
  • Meanwhile, back in the Anglosphere: Achievement and ability
  • Other non-cognitive factors in success
  • Other labels to be wary of
  • Further reading
  • ch. 8
  • Experts And Novices
  • Chapter objectives
  • Chapter objectives
  • Introduction
  • Researching the transformation of novice to expert
  • Models of the development of expertise
  • Propositional and procedural knowledge
  • Developing other aspects of teaching expertise
  • The knowledge base of teaching
  • Your development as a thinker and a practitioner: Perry's theory of intellectual and ethical development
  • Your students are novices too
  • Thinking skills, creativity and other higher order attributes
  • Bloom's Taxonomy
  • Introduction
  • How to build expertise
  • Further reading
  • ch. 9
  • Teaching Unplugged: Talk For Learning
  • Chapter objectives
  • Introduction
  • Social psychology in the classroom
  • Nurturing autonomy: Knowing when to let go
  • Talk for learning
  • Classroom talk
  • Psychology's contribution: A brief history
  • The Five Nations Study: An international study of teaching and learning
  • Where dialogue is practised
  • What children currently learn
  • What children could learn
  • I did it myself?
  • Dialogic teaching, again
  • Further reading
  • ch. 10
  • Assessment And Feedback: Teaching's Engine Room
  • Chapter objectives
  • The little scientists: Inquiry learning
  • Introduction
  • Assessment
  • Types of assessment
  • Designing assessment: The first steps
  • Validity and reliability
  • Reliability
  • Rubrics
  • Assessing teaching: An example of rubrics in action
  • Normative and criterion-referenced assessment
  • Student involvement in assessment
  • New and improved: Beware of gurus
  • Feedback
  • Level of feedback: Not all feedback is equal
  • Further reading
  • Other ideas that influence education: The social context of teaching
  • The really big picture: Education and culture
  • Further reading
  • Machine generated contents note:
  • ch. 2
  • Culture And Education
  • Chapter objectives
  • Introduction: What do we value?
  • Mary Douglas's cultural theory
  • English-speaking cultures
  • Schools in a competitive world
  • Devolving responsibility to schools
  • Inside schools: Which culture?
  • Choice: Is more better?
  • What do you need to know, to teach well?
  • Choice in schools
  • Personalised learning
  • Competition
  • An important role for teachers
  • Further reading
  • ch. 3
  • Natural Pedagogy
  • Chapter objectives
  • Introduction: Nature and nurture -- yes, again
  • What makes us human?
  • Why another textbook?
  • The role of culture: Vygotsky
  • Cognitive tools
  • The role of schooling
  • Language: The ultimate cognitive tool
  • The Zone of Proximal Development
  • School and culture
  • The costs to children of segregation
  • We are all teachers now
  • We have always all been teachers
  • Further reading
  • Why do people believe things?
  • ch. 4
  • Intelligence
  • Chapter objectives
  • Introduction
  • The first of the names: Francis Galton
  • Alfred Binet
  • David Wechsler
  • Culture fair tests
  • One ability or many?
  • Charles Spearman
  • Cognitive bias
  • Louis Thurstone and primary mental abilities
  • J P Guilford and lots of mental abilities
  • Raymond Cattell
  • The Cattell-Horn-Carroll model of cognitive ability: There is a g
  • IQ: The dark side
  • Robert Sternberg
  • The Flynn effect
  • Group differences
  • The curious case of mathematics
  • The Flynn effect and cognitive tools
  • The science of infant feeding
  • Other consequences of the Flynn effect
  • What about Multiple Intelligences?
  • There is a g, but what exactly is that?
  • Further reading
  • ch. 5
  • Cognitive Tools In The Classroom
  • Chapter objectives
  • Introduction
  • Structures and processes
  • Sensory memory
  • The place of values
  • Working memory
  • Working memory in the classroom
  • Working memory and intelligence: At last we track down g
  • Long-term memory
  • Brain building
  • School improves memory too
  • Further reading
  • ch. 6
  • Memory Processes: Making It Stick
  • Chapter objectives
  • The book
  • Introduction: May I have your attention?
  • Attention and memory
  • Remembering
  • Ideas for avoiding ̀Luigi moments': Storytelling
  • Look it up on the Web?: Teaching facts
  • The role of repetition
  • Massed versus distributed practice
  • Meta-memory
  • Growing memory
  • Increasing memory capacity
Control code
ocn893527738
Dimensions
25 cm
Extent
xi, 202 pages
Isbn
9781107647190
Media category
unmediated
Media MARC source
rdamedia
Other physical details
illustrations (some colour), portraits
System control number
(OCoLC)893527738

Library Locations

    • Manawatū LibraryBorrow it
      Tennent Drive, Palmerston North, Palmerston North, 4472, NZ
      -40.385340 175.617349
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