Using Cognitive Methods in the Classroom
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Administration, Health & Well Being, Psychology, Cognitive Psychology
| Author: | Adrian F. Ashman, Robert N.F. Conway | ISBN: | 9781351983792 |
| Publisher: | Taylor and Francis | Publication: | September 13, 2017 |
| Imprint: | Routledge | Language: | English |
| Author: | Adrian F. Ashman, Robert N.F. Conway |
| ISBN: | 9781351983792 |
| Publisher: | Taylor and Francis |
| Publication: | September 13, 2017 |
| Imprint: | Routledge |
| Language: | English |
How can teachers provide the best learning experiences for students with varying skills and abilities?
Teachers have many common needs. Most work in a situation of high demands and expectations, but against a background that reflects a reduced valuation of their efforts. Originally published in 1993, the authors share some thoughts about contemporary teaching practice and suggest an approach – Process-Based Instruction – for a coherent cognitive education programme that draws on the literatures of educational psychology and educational theory and practice. The book is supported throughout with exercises and illustrations designed to help teachers apply new strategies to classroom practice, particularly in areas of the curriculum concerning problem solving.
How can teachers provide the best learning experiences for students with varying skills and abilities?
Teachers have many common needs. Most work in a situation of high demands and expectations, but against a background that reflects a reduced valuation of their efforts. Originally published in 1993, the authors share some thoughts about contemporary teaching practice and suggest an approach – Process-Based Instruction – for a coherent cognitive education programme that draws on the literatures of educational psychology and educational theory and practice. The book is supported throughout with exercises and illustrations designed to help teachers apply new strategies to classroom practice, particularly in areas of the curriculum concerning problem solving.
