Products related to Action:
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Teaching, Tutoring and Training in the Lifelong Learning Sector
This core text provides comprehensive support for pre-service and in-service trainee teachers in the Lifelong Learning Sector covering all they need to know to achieve QTLS status. Supporting trainees through all stages of their professional development, the text takes the reader through the theoretical background underpinning teaching and learning and offers practical guidance on day-to-day challenges. This fourth edition has been fully revised and updated and includes a new chapter on teaching practice with notes on observation and lesson planning.New information on behaviour management has been added to support trainees in an aspect of teaching that many find challenging.
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Intercultural Citizenship in Language Education : Teaching and Learning Through Social Action
This book explores the framework of Intercultural Citizenship within a variety of US teaching and learning contexts.The chapters, which comprise both conceptual pieces and empirical research studies, represent a wide variety of languages at levels ranging from beginner to advanced, from early elementary through higher education contexts.They urge us to look carefully at how Intercultural Citizenship enhances and expands the work of world language educators by bringing in additional focus on social justice and critical cultural awareness.The book addresses curricular issues, professional development models, language immersion, study abroad, virtual exchanges and teacher education in relation to Intercultural Citizenship.Through its focus on how Intercultural Citizenship is being enacted in a wide variety of learning contexts in the United States, and its theoretical and conceptual investigations of social justice and Intercultural Citizenship, the book will be an invaluable resource for teachers, teacher educators and researchers working on Intercultural Citizenship.
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Learning, Teaching and Development : Strategies for Action
This best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice. Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching. Offering pragmatic advice on learning design, support and delivery, coverage includes: Identifying learning needs and objectives Selecting and developing appropriate content Using technology to enhance learning Assessment, evaluation and reflection This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations. Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development and Denise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.
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Action Research in Education : Learning Through Practitioner Enquiry
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research.This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching.Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.This book will help teachers to:- understand and apply practitioner inquiry- enhance their problem-solving skills- locate their own activity in a wider context- maximise opportunities to develop practice- evaluate the needs of their learnersClear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of GlasgowElaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle UniversityKate Wall is Senior Lecturer in the School of Education, Durham University
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What is the difference between action-oriented teaching, project-oriented teaching, and project-based teaching?
Action-oriented teaching focuses on engaging students in hands-on activities to apply knowledge and skills in real-world situations. Project-oriented teaching involves students working on a specific project to achieve a set goal or outcome, often incorporating multiple subjects or skills. Project-based teaching combines both action-oriented and project-oriented approaches, where students work on a project that is relevant to their interests and involves problem-solving, critical thinking, and collaboration.
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Is an instinctive action an action?
Yes, an instinctive action is still considered an action. Instinctive actions are automatic, involuntary responses to stimuli, and they are performed without conscious thought. However, they still involve a physical movement or response, which meets the definition of an action. Therefore, even though instinctive actions are not consciously chosen, they are still considered actions.
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How does educational action differ from social action?
Educational action focuses on the process of teaching and learning, with the goal of imparting knowledge and skills to individuals. It is often structured and guided by educational institutions and professionals. On the other hand, social action aims to bring about change in society by addressing social issues and advocating for social justice. It is often driven by grassroots movements and community organizing, and may involve a wider range of stakeholders. While educational action may contribute to social change, social action is more directly focused on addressing systemic issues and promoting social transformation.
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What is an internal action and a framing action?
An internal action is an action taken by an individual or group that is not visible to others, such as changing one's mindset or attitude. It is a personal decision or behavior that impacts the way one approaches a situation or problem. On the other hand, a framing action is a deliberate choice made by an individual or group to shape how a situation is perceived by others. It involves presenting information or events in a particular way to influence how they are interpreted. Both internal and framing actions play a role in shaping outcomes and interactions in various contexts.
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Action Research : Using Strategic Inquiry to Improve Teaching and Learning
Action Research: Using Strategic Inquiry to Improve Teaching and Learning helps educators use research to guide decision-making and determine the effectiveness of various instructional strategies. The book leads the reader through the action research process using a model of self-regulation, which focuses on task definition, goal setting and planning, enacting research, and adaption.Written specifically for educators who may not feel prepared to measure the impact of interventions on student learning outcomes, the book provides very practical and useful tools, containing specific examples that are relevant to teachers’ everyday reality. The text also reinforces how action research can improve the teaching and learning process by reinforcing or changing perceptions about the use of informal data, including anecdotal notes or observations, in the research process.
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The Learning Power Approach : Teaching Learners to Teach Themselves
Become mind-fit for life! Learning is learnable! Educators can explicitly teach not just content, knowledge and skills, but also positive learning attitudes and habits of mind.Guy Claxton’s The Learning Power Approach will help teachers understand how ‘every lesson, every day’ shapes the way students see themselves as learners.This is the beauty of the Learning Power Approach: it is something all teachers can integrate into their daily practice.Claxton’s work helps us notice ‘what lies beneath’ the surface of our teaching and attend more closely to the way we shape dispositions and attitudes.Readers will find: • approaches focused on building character alongside knowledge acquisition • cognitive, social and neuroscientific supportive evidence • practical illustrations and strategies Written by a renowned cognitive scientist, this book offers a ground-breaking set of design principles for strengthening students’ learning muscles. "This is the beauty of the Learning Power Approach.It is not a program, not a subject, not an add-on - it is something all teachers can integrate into their practice on a daily basis.Claxton’s work helps us notice ‘what lies beneath’ the surface of our teaching and to attend much more closely to the way we shape dispositions and attitudes to learning." Kath Murdoch, Education Consultant University of Melbourne, Melbourne, Australia
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The Learning Power Approach : Teaching learners to teach themselves
In The Learning Power Approach: Teaching learners to teach themselves Guy Claxton sets out the design principles of a pedagogical formula that aims to strengthen students' learning muscles and develop their independence, initiative, determination, and love of learning. Foreword by Carol S. Dweck. Learning is learnable! Educators can explicitly teach not just content, knowledge, and skills, but also the positive habits of mind that will better prepare students to flourish both in school and in later life. And as `traditionalists' fight for rigour and knowledge, and `progressives' defend the increasing focus on character and well-being, Guy Claxton's Learning Power Approach (LPA) brings resolution to this phoney and unnecessary war by offering teachers a win-win pedagogical formula that delivers good academic results while simultaneously turbocharging students' independence, initiative, and love of learning. In this groundbreaking book Guy distils fifteen years' experience with his influential Building Learning Power method to provide a set of design principles for strengthening students' learning muscles, and - together with a wealth of practical strategies and the supporting evidence that underpins them - details the small tweaks to daily practice that will help teachers attend more closely to the ways in which they can shape their students' learning dispositions and attitudes. Complemented by engaging and informative classroom examples of the LPA in action - and drawing from research into the fields of mindset, metacognition, grit, and collaborative learning - The Learning Power Approach describes in detail the suite of beliefs, values, attitudes, and habits of mind that go in to making up learning power, and offers a thorough explanation of what its intentions and guiding principles are.Furthermore, in order to help those who are just setting out on their LPA journey, Guy presents teachers with an attractive menu of customisable strategies and activities to choose from as they begin to embed the LPA principles into their own classroom culture, and also includes at the end of each chapter a "Wondering" section that serves to prompt reflection, conversation, and action among teachers. Suitable for teachers and leaders in all educational settings,The Learning Power Approach carefully lays the groundwork for a series of books to follow that are specifically tailored to primary teaching, secondary teaching, and school leadership.
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Reflective Teaching and Learning in Further Education
This book looks at critical reflection as a key skill for all teachers in further education (FE) and an important part of the new Professional Standards.In particular the text explores the key themes of self-awareness, planning, managing behaviour and CPD in relation to reflective practice to demonstrate how it can support those areas of teaching that most often cause concern.The limitations and benefits of reflection are analysed and action research is identified as an important facet in developing professional reflective practice which can in turn enhance both the personal and professional life of FE teachers. Â
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What is the difference between social action and political action?
Social action refers to actions taken by individuals or groups to address social issues or bring about social change through non-political means, such as volunteering, fundraising, or community organizing. On the other hand, political action involves actions taken to influence government policies, laws, or decisions through activities like voting, lobbying, or running for office. While social action focuses on grassroots efforts to create change at the community level, political action aims to create systemic change through engagement with the government and political processes.
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How do you write an internal action and an external action?
To write an internal action, you need to focus on the thoughts, feelings, and emotions of the character. Describe their internal struggles, desires, and motivations. Use sensory details and introspective language to convey the character's inner world. To write an external action, you need to focus on the physical movements and behaviors of the character. Describe their actions, gestures, and interactions with the environment and other characters. Use vivid and specific language to bring the external world to life.
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Can I take action against unfair treatment in my training?
Yes, you can take action against unfair treatment in your training. You can start by documenting the instances of unfair treatment and discussing your concerns with your supervisor or the appropriate authority within your training program. If the issue is not resolved internally, you may consider seeking advice from a mentor, a professional organization, or a legal advisor. It's important to know your rights and options for addressing unfair treatment, and to advocate for a fair and respectful training environment.
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Is the action comprehensible?
The comprehensibility of an action depends on the context and the perspective of the observer. What may be comprehensible to one person may not be to another. Factors such as cultural background, personal experiences, and knowledge can all influence how an action is perceived and understood. Therefore, the comprehensibility of an action is subjective and can vary from person to person.
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