This book explores the way staff impact learner beliefs about ability and suggests ways that staff can support young children as they develop. It contains practical ideas for: giving feedback and praise; structuring activities to help shape and recognise high ability; creating a challenging learning environment; and, developing citizens of the future. Aimed at children who are gifted and talented, the book is applicable to staff seeking to shape and influence learning for all children in early years settings.
The secrets of how to improve your memory are fascinatingly revealed by Tony Buzan. He teaches you how to improve your memory for names, numbers, dates and lists, and also for speeches, articles, poetry, and whole books. There are sections for card players, for people learning new languages and for those studying for exams, as well as an intriguing chapter on how to recall your dreams.
This vital teachers′ resource answers such questions as "Can intelligence be developed? Do teacher expectations shape student learning? How can I make learning ′stick′ for my students?" Drawing from theory and research in learning, this book offers clear, practical guidance along with inspirational ideas to show how teachers can enable students to gain both the cognitive competence and confidence needed to succeed academically.
Language acquisition is a developmental process. Research on spontaneous processes of both children learning their mother tongue and adults learning a second language has shown that particular stages of acquisition can be discriminated. Initially, learner utterances can be accounted for in terms of a language system that is relatively simple. In studies on second language acquisition this learner system is called the Basic Variety (Klein and Perdue 1997).
Although individuals learn continually, they do have preferences about how they learn. Thus, everyone has a learning style. However, there exists a confusing array of definitions of learning style, a term often used interchangeably with cognitive style or learning ability. Prior to the mid-1970s, researchers experimented with cognitive style; their definitions were different, but all were concerned with how the mind actually processed information or was affected by individual perceptions.
