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Author Scott, Catherine, author.

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

Published Port Melbourne, VIC Cambridge University Press, 2015.


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)