Learning What to Ignore: Connecting Multidiscipline Content and Process
The acceptance of reason with uncertainty can help learners successfully manage their occupations and lives during the accelerations prominent in the 21st century. As William Ayers states: "Pritscher tilts his lance at the petrified orthodoxy we call teaching and learning, inviting us on a wild journey into the heart of education." The book elaborates on David Geoffrey Smith's question: "Why does so much educational 'research' today seem so unenlightening, repetitive and incapable of moving beyond itself? The answer must be because it is 'paradigmatically stuck', and cannot see beyond the parameters of its current imaginal space."
Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore
Added by: bl007 | Karma: 5750.46 | Only for teachers, Non-Fiction | 28 November 2013
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Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore
The global level of economic, ecological, social, political and cultural integration across nation states and the rapid advancement of technology have brought about transformations that are part of globalisation. Our students are expected to be agents of change rather than passive observers of world events; and at the same time, to live together in an increasingly diverse and complex society and to reflect on and interpret fast changing information. In such a new world order, the holistic development of our students, namely in the cognitive, aesthetics, physical, social and moral, leadership and global domains, is pivotal.
Being Alongside: For the Teaching and Learning of Mathematics
Added by: bl007 | Karma: 5750.46 | Only for teachers, Maths | 28 November 2013
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Being Alongside: For the Teaching and Learning of Mathematics
How do you establish a classroom culture in which students routinely conjecture and think mathematically? How do you establish a way of working with teachers, using video, in which discussion supports professional development? The present book offers answers to these questions through an in depth (enactivist) study of one exceptional teacher in one innovative mathematics department in the UK. The book reveals some striking parallels between working to support students' mathematical thinking and working to support teacher learning.
