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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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Busy Board Diy Material Accessories Montessori Teaching Aids Baby Early Education Learning Skill Toy
Busy Board Diy Material Accessories Montessori Teaching Aids Baby Early Education Learning Skill Toy
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Busy Board Diy Material Accessories Montessori Teaching Aids Baby Early Education Learning Skill Toy
Busy Board Diy Material Accessories Montessori Teaching Aids Baby Early Education Learning Skill Toy
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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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What is the difference between learning material and teaching material?
Learning material refers to resources, such as textbooks, articles, videos, and online resources, that are used by students to acquire knowledge and understanding of a subject. Teaching material, on the other hand, refers to resources, such as lesson plans, activities, and assessments, that are used by teachers to facilitate the learning process and help students understand the material. While learning material is focused on the content and information being learned, teaching material is focused on the methods and strategies used to convey that content to students.
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Which learning material in English?
There are many great learning materials available in English, depending on your specific needs and interests. For general language learning, popular options include textbooks like "English Grammar in Use" by Raymond Murphy, online platforms like Duolingo or Rosetta Stone, and language learning apps like Babbel or FluentU. Additionally, there are countless English language learning resources available online, including websites, podcasts, and YouTube channels. It's important to find the material that best suits your learning style and goals.
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Is there good teaching material for Serbian?
Yes, there are good teaching materials available for learning Serbian. There are textbooks, workbooks, online courses, and language learning apps specifically designed for Serbian language learners. Additionally, there are also resources such as podcasts, videos, and online articles that can help learners practice their listening and reading skills. With the variety of resources available, learners have the opportunity to find materials that best suit their learning style and goals.
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What is the most helpful learning material?
The most helpful learning material is subjective and depends on individual learning styles and preferences. Some people may find textbooks and written materials to be the most helpful, as they provide detailed information and can be easily referenced. Others may prefer video lectures or interactive online courses, as they offer visual and auditory learning experiences. Ultimately, the most helpful learning material is one that effectively conveys information in a way that resonates with the learner and facilitates understanding and retention.
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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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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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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.
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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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How difficult is the learning material in the training to become a salesperson?
The difficulty of the learning material in sales training can vary depending on the individual's prior knowledge and experience in sales. For someone new to sales, the material may be challenging as it covers various sales techniques, product knowledge, and customer interaction skills. However, for someone with some experience in sales, the material may be more manageable but still provide valuable insights and strategies to improve their sales performance. Overall, the difficulty of the learning material can be tailored to the individual's level of experience and can be adjusted to ensure that it is both challenging and beneficial.
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How do you understand the learning material better?
To understand learning material better, I find it helpful to engage with the material actively. This can include taking notes, asking questions, and discussing the material with others. Additionally, breaking down the material into smaller, more manageable chunks and connecting new information to what I already know helps me grasp the material more effectively. Finally, practicing and applying what I have learned through exercises, quizzes, or real-life examples solidifies my understanding of the material.
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What is the learning material for paramedics online?
Paramedics can access a variety of learning materials online, including interactive modules, video lectures, case studies, and virtual simulations. These materials cover a wide range of topics such as emergency medical procedures, patient assessment, pharmacology, and trauma management. Additionally, paramedics can also access online forums and discussion boards to engage with peers and instructors, as well as online quizzes and assessments to test their knowledge and skills. Overall, the online learning material for paramedics is designed to be comprehensive, engaging, and accessible from anywhere with an internet connection.
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Do teachers have to develop the teaching material themselves?
Teachers do not always have to develop the teaching material themselves. Many schools provide curriculum and teaching materials for their teachers to use. Additionally, there are many resources available for teachers to use, such as textbooks, online resources, and educational materials created by other educators. However, some teachers may choose to develop their own teaching materials to better meet the needs of their students or to align with specific teaching methods or philosophies. Ultimately, the decision to develop teaching materials themselves depends on the individual teacher and the resources available to them.
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