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E-raamat: Creative Teachers: Self-directed Learners

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Creative Teachers: Self-directed LearnersSuurem pilt
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This book offers teaching/training professionals an evidence-based pedagogic guide to teaching effectively, efficiently and creatively – also known as Creative Teaching Competence. Firstly it summarizes the extensive research on human psychological functioning relating to learning and how this can be fully utilized in the design and facilitation of quality learning experiences that maximize attainment and engagement opportunities. Secondly, it demonstrates what creativity actually ‘looks like’ in terms of specific teaching practices, modeling the underpinning processes (syntax) of creative learning design. It then establishes Metacognitive Capability as the superordinate twenty-first century competency; in that this unique human attribute can significantly enhance the cognitive and motivational strategies essential for facilitating self-directed learning and wellbeing.

The book helps teaching/training professionals to thoughtfully apply evidence-based knowledge and strategies to today’s challenges, such as developing self-directed learners, enhancing intrinsic motivation, utilizing technology for learning and teaching, developing curricula for twenty-first century competencies and optimally framing and developing the heightened teacher expertise required today.


1 Making Sense of Teaching: From Mystery to Heuristics
1(16)
1.1 Introduction
1(2)
1.2 What I Learned About Teachers: The Good, the Bad and the Ugly
3(2)
1.3 A Short Tour into Educational Jurassic Park
5(4)
1.4 Moving Out of Educational Jurassic Park
9(3)
1.5 Moving Teaching from Mystery to Heuristics
12(2)
1.6 Summary
14(1)
References
14(3)
2 Towards an Evidence-Based Pedagogic Literacy: The Core Principles of Learning
17(60)
2.1 Introduction
17(4)
2.2 Core Principle 1: Learning Goals, Objectives and Proficiency Expectations Are Visible to Learners
21(3)
2.3 Core Principle 2: Learners Prior Knowledge Is Activated and Connected to New Learning
24(3)
2.4 Core Principle 3: Content Is Organized Around Key Concepts and Principles that Are Fundamental to Understanding the Structure of a Subject
27(7)
2.5 Core Principle 4: Good Thinking Promotes the Building of Understanding
34(6)
2.6 Core Principle 5: Instructional Methods and Presentation Mediums Engage the Range of Human Senses
40(5)
2.7 Core Principle 6: Learning Design Takes into Account the Working of Memory Systems
45(6)
2.8 Core Principle 7: The Development of Expertise Requires Deliberate Practice
51(7)
2.9 Core Principle 8: Assessment Practices Are Integrated into the Learning Design to Promote Desired Learning Outcomes and Provide Quality Feedback
58(5)
2.10 Core Principle 9: A Psychological Climate Is Created Which Is Both Success-Orientated and Fun
63(7)
2.11 Using the Core Principles Thoughtfully: The Fly-Fishing Analogy
70(1)
2.12 Instructional Design from an Evidence-Based Approach
71(1)
2.13 Summary
72(1)
References
73(4)
3 Metacognitive Capability: The Superordinate Competence for the Twenty-First Century
77(54)
3.1 Introduction
77(1)
3.2 Making Sense of Metacognition: Unpacking the Metacognition Monster
78(7)
3.3 Metacognition and Motivation: Two Bedfellows for Effective Learning
85(4)
3.4 What Is the Difference Between Cognition and Metacognition?
89(3)
3.5 Metacognition, Cognition, and Other Types of Thinking
92(2)
3.6 The Self-regulation Cycle
94(11)
3.7 A Curriculum Model for Developing Metacognitive Capability: The `Thinking Curriculum'
105(5)
3.8 Developing Metacognitive Capability: Evidence-Based Strategies
110(1)
3.9 The Need for Explicit Teaching of Metacognition
111(14)
3.10 Summary
125(1)
References
126(5)
4 Motivation and Well-Being: An Evidence-Based Frame
131(24)
4.1 Introduction
131(3)
4.2 The Components of Motivation
134(3)
4.3 Evidence-Based Heuristics on Human Motivation and Well-Being
137(4)
4.4 Perception, Thinking, and Meaning Making
141(11)
4.5 Summary
152(1)
References
152(3)
5 Creative Teaching Competence: The SHAPE of Creative Teachers
155(52)
5.1 Introduction
155(2)
5.2 Teaching as a Systematic Approach with Rules Based on Evidence
157(1)
5.3 Teaching as a Set of Contextualized Practices Constantly Adapting to Circumstances
158(2)
5.4 Teaching as Skillful Creative Activity
160(6)
5.5 Competency-Based Teacher Education
166(3)
5.6 Expertise and Creativity in Teaching
169(7)
5.7 The Syntax of Creative Teachers
176(19)
5.7.1 Stories
179(2)
5.7.2 Humour
181(6)
5.7.3 Activities
187(2)
5.7.4 Presentation Style
189(4)
5.7.5 Examples
193(2)
5.8 Creative Activity and Resource Blending: The Art of Teaching
195(6)
5.9 The Magic of Expertise: Getting into Great Shape
201(2)
5.10 Teaching Can Be Improved with Reflection and Scholarship
203(1)
5.11 Summary
204(1)
References
204(3)
6 Creative Teaching Competence and EdTech: Total Pedagogy
207(36)
6.1 My Early Scepticism Was Not Unfounded
207(3)
6.2 Framing EdTech Genres
210(1)
6.3 The What, the Why and How of Blended Learning
211(2)
6.4 Designing and Facilitating Blended Learning
213(25)
6.4.1 Good Learning Design Is Always Grounded on Evidence-Based Practice, Incorporating Core Principles of Learning
214(1)
6.4.2 EdTech Is Used to Strategically and Creatively Enhance Aspects of the Learning Process
215(2)
6.4.3 The Completed Blended Learning Design Maximizes the Affordances of a Range of Learning Modes and Mediums
217(21)
6.5 Summary
238(1)
References
239(4)
7 Framing a Curriculum for the Twenty-First Century Competencies
243(20)
7.1 Introduction
243(1)
7.2 Human Learning and Curriculum Framing
244(3)
7.3 Framing Twenty-First Century Competencies from an Evidence-Based Approach
247(2)
7.4 What's Our Best Package of Competencies in a VUCA World?
249(4)
7.5 The Competency-Based Approach to Education and Training
253(3)
7.6 Evaluating the Worth of Twenty-First Century Competencies
256(2)
7.7 Learning for What Purpose for the Many
258(2)
7.8 Summary
260(1)
References
261(2)
8 Assessing Twenty-First Century Competencies
263(28)
8.1 Introduction
263(1)
8.2 The Need for Good Assessment
264(1)
8.3 Assessment from an Evidence-Based Approach
265(16)
8.4 Assessment Areas
281(1)
8.5 Assessment Evidence
282(6)
8.6 Summary
288(1)
References
288(3)
9 Framing Professional Development Now
291
9.1 Introduction
291(1)
9.2 Organizational Intelligence and Professional Capital: Two Desirable Bedfellows
292(2)
9.3 The Pedagogy---Andragogy Debate
294(3)
9.4 Professional Development that Does Not Work Well
297(4)
9.5 Unpacking the Components of Effective Professional Development
301(8)
9.5.1 The Goals and Content of Professional Learning
302(4)
9.5.2 The Process of Effective Professional Development
306(3)
9.6 Key Structures Supporting Professional Development that Does Work
309(1)
9.7 Reflective Practice
309(7)
9.8 How to Do Evidence-Based Reflective Practice (EBRP)
316(10)
9.9 An Evidence-Based Frame on EBRP
326(2)
9.10 EBRP, Lesson Study and Active Schemes of Work
328(2)
9.11 Coaching
330(4)
9.12 The Structure of Subjective Experience: A Neurolinguistic-Programming (NLP) Approach
334(4)
9.13 The Stages of Coaching
338(8)
9.14 Supported Experiments
346(3)
9.15 Institutional and Societal Features that Facilitate Good Professional Development
349(5)
9.16 Epilogue
354(1)
References
355
Dennis Sale has taught across all sectors of the British educational system and for the past 24 years trained and coached over 10,000 teaching/training professionals in Singapore and most countries in the Asian region. He has invented curriculum and pedagogic models in the areas of metacognitive capability, creative teaching and blended learning. His most recent books include Creative Teaching: An Evidence-Based Approach (Springer, 2015) and The Challenge of Reframing Engineering Education (Springer, 2013). While in Singapore, Dennis worked as Senior Education Advisor at Singapore Polytechnic for over 15 years, conducted research for the Ministry of Education and provided consultancy and training for both private and public institutions across Asia. His work focuses on how humans learn best, translating evidence-based findings from cognitive science and related fields into professional development programmes that offer high impact learning outcomes for both teachers and students. Dennis has set himself the personal goal of enhancing teacher expertise and learner capability globally.
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Püsilink: https://www.kriso.ee/db/97898115346906e.html