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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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Planning and facilitating group learning
This is an innovative text for teacher educators exploring detailed research and information that novice teachers need to know about group work in school settings.There is more to learn about group work than simply sitting children together and letting them get on with it!Group work across schools is very common and trainee teachers will step into classrooms where small groups are a predominant structure.Research has suggested that there is a great deal more to understand about group work, however there is a tacit presumption in ITE that trainee teachers will simply pick up the expertise associated with organising and managing group work.This book aims to fill in the gaps and educate trainee teachers on the subtleties and complexities of group work to ultimately make their teaching more impactful and effective. In this accessible and informative guide, the authors delve into the existing research on how children learn in collaborative groups and what trainee teachers need to learn and understand about planning and executing group learning.It examines the skills teacher educators should aim to develop in pre-service teachers to help them build expertise in this important area.Following other books within the series, this book is packed with case studies and opportunities for critical thinking.
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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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Is there a D&D group in the Zurich area?
Yes, there are several D&D groups in the Zurich area. You can find them by searching online on platforms like Meetup or Facebook, or by visiting local game stores and asking about D&D events or groups. Additionally, there are often D&D events and conventions in the Zurich area where you can meet other players and potentially join a group.
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'After the training, which group?'
After the training, the group that actively applies the newly acquired knowledge and skills will likely experience the most benefit. Those who are proactive in implementing what they have learned and seek out opportunities to practice and refine their abilities will see the greatest impact from the training. Additionally, the group that receives ongoing support and feedback from their peers and supervisors is also likely to excel after the training. Ultimately, the group that is motivated, engaged, and supported in their efforts to apply the training will likely see the most significant results.
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How can conflicts within a group be resolved in group education for children?
Conflicts within a group in group education for children can be resolved by promoting open communication and active listening among the children. Encouraging children to express their feelings and perspectives can help them understand each other better and find common ground. Implementing conflict resolution strategies, such as compromise and problem-solving techniques, can also help children work through disagreements in a constructive manner. Additionally, fostering a supportive and inclusive environment where children feel respected and valued can prevent conflicts from escalating and promote positive interactions within the group.
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How do group assignments work in distance learning?
In distance learning, group assignments typically involve students collaborating virtually through online platforms, such as video conferencing, email, or messaging apps. Students are often divided into groups by their instructors and are given specific tasks to complete together. They may be required to communicate and coordinate their work remotely, using technology to share documents, discuss ideas, and provide feedback to each other. Group assignments in distance learning aim to foster teamwork, communication skills, and the ability to work effectively in a virtual environment.
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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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Understanding Teaching and Learning in Primary Education
This textbook gives you guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom, supported by links to theory and research literature and realistic scenarios you may encounter as a new teacher. Fully updated throughout, key features of this second edition include:· A new chapter on inclusive education· Newly expanded coverage of digital learning, engaging with educational research and the role of the primary teacher· New ‘View from Practice’ examples· Cross-referenced links to the Teachers’ Standards in England and the GTCS Professional Standards in Scotland and where they are covered within the bookThis is essential reading for professional studies modules on primary initial teacher education courses, including university-based (PGCE, PGDE, BA QTS, BEd), school-based (SCITT, School Direct) and employment-based routes into teaching.
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Education, Teaching, and Learning : Discourses, Cultures, Conversations
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Higher Education Teaching & Learning Space Design Guide
This book is essential reading for teaching staff and librarians to assist them in briefing the project design teams.It should also be a reference book for architects and interior designers.Student's need for social learning, collaborative and interactive facilities have had the greatest impact on the design of new teaching and learning spaces.The author, Brian Griffin, Architect researched this subject over many years and has included a large number of international Case Studies of successful designs.He is also the author of 'Laboratory Design Guide' 3rd Ed 2012 Routledge.
Price: 17.71 £ | Shipping*: 3.99 £
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How do I create a Kahoot learning group?
To create a Kahoot learning group, you can start by signing in to your Kahoot account and clicking on the "Groups" tab. Then, click on the "Create group" button and fill in the necessary information such as the group name, description, and privacy settings. Once the group is created, you can invite members to join by sharing the group code or link with them. You can also manage the group by adding or removing members, assigning kahoots, and tracking their progress.
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Should one opt for frontal teaching or group work?
The choice between frontal teaching and group work depends on the learning objectives and the preferences of the learners. Frontal teaching is more suitable for delivering content efficiently and ensuring all students receive the same information. On the other hand, group work can promote collaboration, critical thinking, and problem-solving skills among students. A combination of both methods can be beneficial, allowing for a balanced approach that caters to different learning styles and objectives.
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How do I teach a group of children to be quiet?
To teach a group of children to be quiet, it's important to set clear expectations and rules for quiet behavior. You can start by explaining to the children why it's important to be quiet in certain situations, such as during a lesson or when someone is speaking. Use positive reinforcement to reward and praise the children when they are quiet, and provide gentle reminders when they become too loud. You can also use visual cues, such as a quiet signal or a quiet time card, to help the children understand when it's time to be quiet. Consistency and patience are key when teaching children to be quiet, and it's important to model quiet behavior yourself.
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Is a methyl group a functional group?
Yes, a methyl group is considered a functional group. It consists of a carbon atom bonded to three hydrogen atoms, and it can participate in various chemical reactions due to its presence. Methyl groups are commonly found in organic compounds and can influence the physical and chemical properties of molecules they are a part of.
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