My Library

University LibraryCatalogue

     
Limit search to items available for borrowing or consultation
 
Look for full text

Search Discovery

Search Trove

Add record to RefWorks

PRINTED BOOKS
Author Scott, Catherine, author.

Title Learn to teach : teach to learn / Catherine Scott.

Published Port Melbourne, VIC Cambridge University Press, 2015.
©2015.

Copies

Location Call No. Status
 UniM Giblin Eunson  370.1523 SCOT    AVAILABLE
 UniM Giblin Eunson  370.1523 SCOT    DUE 08-01-21
 UniM Giblin Eunson  370.1523 SCOT    AVAILABLE
Physical description xi, 202 pages : illustrations (some colour), portraits ; 25 cm
Bibliography Includes bibliographical references (pages 188-195) and index.
Contents Machine generated contents note: What do you need to know, to teach well? -- Why another textbook? -- Why do people believe things? -- Cognitive bias -- The science of infant feeding -- The place of values -- The book -- ch. 1 Ideas That Shape Thinking About Teaching And Learning -- Chapter objectives -- Introduction -- Psychology's contribution: A brief history -- The little scientists: Inquiry learning -- New and improved: Beware of gurus -- Other ideas that influence education: The social context of teaching -- The really big picture: Education and culture -- Further reading -- ch. 2 Culture And Education -- Chapter objectives -- Introduction: What do we value? -- Mary Douglas's cultural theory -- English-speaking cultures -- Schools in a competitive world -- Devolving responsibility to schools -- Inside schools: Which culture? -- Choice: Is more better? -- Choice in schools -- Personalised learning -- Competition -- An important role for teachers -- Further reading --
Contents note continued: ch. 3 Natural Pedagogy -- Chapter objectives -- Introduction: Nature and nurture -- yes, again -- What makes us human? -- The role of culture: Vygotsky -- Cognitive tools -- The role of schooling -- Language: The ultimate cognitive tool -- The Zone of Proximal Development -- School and culture -- The costs to children of segregation -- We are all teachers now -- We have always all been teachers -- Further reading -- ch. 4 Intelligence -- Chapter objectives -- Introduction -- The first of the names: Francis Galton -- Alfred Binet -- David Wechsler -- Culture fair tests -- One ability or many? -- Charles Spearman -- Louis Thurstone and primary mental abilities -- J P Guilford and lots of mental abilities -- Raymond Cattell -- The Cattell-Horn-Carroll model of cognitive ability: There is a g -- IQ: The dark side -- Robert Sternberg -- The Flynn effect -- Group differences -- The curious case of mathematics -- The Flynn effect and cognitive tools --
Contents note continued: Other consequences of the Flynn effect -- What about Multiple Intelligences? -- There is a g, but what exactly is that? -- Further reading -- ch. 5 Cognitive Tools In The Classroom -- Chapter objectives -- Introduction -- Structures and processes -- Sensory memory -- Working memory -- Working memory in the classroom -- Working memory and intelligence: At last we track down g -- Long-term memory -- Brain building -- School improves memory too -- Further reading -- ch. 6 Memory Processes: Making It Stick -- Chapter objectives -- Introduction: May I have your attention? -- Attention and memory -- Remembering -- Ideas for avoiding ̀Luigi moments': Storytelling -- Look it up on the Web?: Teaching facts -- The role of repetition -- Massed versus distributed practice -- Meta-memory -- Growing memory -- Increasing memory capacity -- Further reading -- ch. 7 Non-Cognitive Factors In School Success -- Chapter objectives -- Introduction: More to success --
Contents note continued: Explaining people and their actions -- Attribution theory -- Patterns of attribution -- Stereotype threat -- Carol Dweck and mindsets -- Giftedness -- Some more cross-cultural observations: Potentials and limits -- Avoiding the fixed mindset: Harming by praising -- Meanwhile, back in the Anglosphere: Achievement and ability -- Other non-cognitive factors in success -- Other labels to be wary of -- Further reading -- ch. 8 Experts And Novices -- Chapter objectives -- Introduction -- Researching the transformation of novice to expert -- Models of the development of expertise -- Propositional and procedural knowledge -- Developing other aspects of teaching expertise -- The knowledge base of teaching -- Your development as a thinker and a practitioner: Perry's theory of intellectual and ethical development -- Your students are novices too -- Thinking skills, creativity and other higher order attributes -- Bloom's Taxonomy -- How to build expertise --
Contents note continued: Further reading -- ch. 9 Teaching Unplugged: Talk For Learning -- Chapter objectives -- Introduction -- Social psychology in the classroom -- Nurturing autonomy: Knowing when to let go -- Talk for learning -- Classroom talk -- The Five Nations Study: An international study of teaching and learning -- Where dialogue is practised -- What children currently learn -- What children could learn -- I did it myself? -- Dialogic teaching, again -- Further reading -- ch. 10 Assessment And Feedback: Teaching's Engine Room -- Chapter objectives -- Introduction -- Assessment -- Types of assessment -- Designing assessment: The first steps -- Validity and reliability -- Reliability -- Rubrics -- Assessing teaching: An example of rubrics in action -- Normative and criterion-referenced assessment -- Student involvement in assessment -- Feedback -- Level of feedback: Not all feedback is equal -- Further reading.
Subject Teachers -- Training of.
Learning, Psychology of.
Effective teaching.
Teaching (Primary)
Cognitive psychology.
Educational psychology.
ISBN 9781107647190 (paperback)