Contributors range from expert teachers to graduate student members of the Society for the Teaching of Psychology.Here is a partial list of free and/or open-source textbooks. ![]() The volume is intended for instructors interested in adopting state-of-the art teaching methods to help their students achieve their full potential. Authors highlight the importance of building rapport and dialogue within the classroom, designing lessons and assessments with careful thought to purpose (i.e., using backward course design) and communicating the learning objectives to students, validating students’ diverse life experiences and background as relevant to their coursework, scaffolding difficult assignments to make them manageable, and using research as a context for cultivating interest in psychological science. The chapters provide lesson plans as well as practical advice on how to shift one’s teaching away from teacher-centered methods, such as lecturing, to more effectively engage students in their own learning. Chapters describe evidence-based teaching practices informed by a rich literature on the Scholarship of Teaching and Learning that emphasizes the value of active inquiry in fostering student learning and development. ![]() How We Teach Now provides an accessible introduction to student-centered teaching methods that aim to create varied learning opportunities for students to develop liberal arts and professional skills (such as critical thinking, oral and written communication, collaboration and teamwork) in addition to discipline-specific content knowledge. Learning to critique and adapt science curriculum materials: Examining the development of pre-service elementary teachers’ pedagogical content knowledge. Therefore this workshop, we will focus on how to help teachers to analyze and understand the curriculum and adapt into their classrooms. Therefore it is essential to help teacher how to analyze the curriculum materials and adapt them into their teaching circumstances such as student needs and interest and his/her own knowledge and skills. Teachers, in many ways, must perceive and interpret existing resources, evaluate the constraints of the classroom setting, balance tradeoffs, and devise strategies – all in the pursuit of their instructional goals. Teaching is commonly viewed as a craft (Eisner, 1983). Even though critiquing and adapting curriculum materials are essential aspects of teaching practice, novice teachers encounter difficulties with these tasks (Beyer & Davis, 2012). For these two basic reasons teachers need to be cautious, perhaps ought to be critical against the curriculum materials instead of directly applying them without any questioning. Second, as curriculum developers take the stance of wider audiences usually, teachers need to adapt the curriculum to their school environment and student needs. To compete these changes teachers need to follow curricular materials regularly and recognize the changes and adapt them to their classroom needs as well as considering their knowledge and skills. First, parallel to the recent developments in educational researches curriculum materials changes regularly. ![]() Analyzing curriculum materials is essential for effective teaching at least from two reasons. Research results indicate that effective teachers hold an analytical stance toward curriculum materials, critiquing and adapting them to achieve productive instructional ends (Beyer & Davis, 2012). A growing body of research focuses on investigating the ways in which teachers use curriculum to design instruction.
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