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This book describes how an ordinary high school set about incorporating accelerated learning into its teaching practices and policies. Headteacher Derek Wise provides a macro view of the process, discussing the changes made across the whole school. Head of Science, Mark Lovatt, provides a micro view, looking at ways to use accelerated learning in the classroom. Their experiences provide useful reading for any school wishing to improve the learning quality of its students. Several case studies are included to show how accelerated learning techniques can be applied to different subjects.
This book offers nine principles for brain based approaches to accelerating learning, improving motivation and raising achievement. It offers the reader a coherent structure and describes: guaranteed ways to motivate learners esteem-building tools for schools, teachers and parents how to access and teach to different types of intelligence 17 different ways in which schools can make Accelerated Learning work
The sequel to Barbara Prashnig's influential book The Power of Diversity
Help middle schoolers engage in the classroom before it's too late! The authors' four principles of brain-based learning show you how to create strong, positive learning patterns.
This powerful book describes in theoretical and practical detail how the widely acclaimed Critical Skills Programme addresses all the current priority issues of UK education.
Their book presents a vision of a school in which teachers and students construct their knowledge rather than receive it from others. It gives practical steps to achieve this and addresses the necessary role changes of educators.
What room is there for a language of spirituality and the spirit in democratic forms of education? This is the question posed in this collection of essays by a broad range of scholars working in education. Beginning with the premise that postmodernism is associated with a re-spiritualization of culture, the authors seek to explore ways in which this re-spiritualization can be pushed in democratic rather than rightist or fundamentalist directions. What they celebrate is diversity of progressive traditions and discourses of spirituality that educators and other cultural workers can draw upon to inform practice, even as they Ā«troubleĀ» all essentialistic notions of spirituality. Together, these essays move democratic education onto a fundamentally new cultural terrain, and they suggest that the metaphor of the journey of the spirit is one of the most enduring and potentially democratic ways of thinking about what it means to teach and to become educated.
A revolutionary new time-saving method to learn practically everything--from a new language to creativity--by using relaxation, visualization, the right and left sides of the brain, and the conscious and unconscious mind.
Creating a learning to learn school is a book for heads, senior managers and teachers interested in developing better schools, classrooms and learners. The book sets out: why 'learning to learn' is important; the implications of learning to learn for the government's educational reforms; what is meant by learning to learn; the findings from the Campaign for Learning's learning to learn research project; how heads and teachers can develop learning to learn in their own schools. Click here to access the colour poster Do you know how you learn best?. This sets out the 5Rs for learning and is intended for classroom use to show pupils what is involved in learning to learn.
The troubling gap between moral values and professional action poses a serious problem for professional education that is not easily resolved by offering courses on ethics or moral development. This text provides a new framework for profesors and practitioners who are seeking deeper integration of moral reasoning into professional education and interventions. Using action research in leadership classes, along with studies of interventions in schools and colleges, the author tests claims embedded in theories of action science, reflective proactice, adult development, and communicative action, to develop his new framework for professional development and intervention.
This teacher-friendly guide includes sample lesson plans and brain-compatible strategies to motivate students of any grade level, create new memory pathways, and significantly impact learning.
"The Resource Guide has been created to serve as a sourcebook on the accelerated school ... it provides background and supportive information that can be used in conjunction with training to launch and sustain an accelerated school." (Introduction, 2).
... lists publications cataloged by Teachers College, Columbia University, supplemented by ... The Research Libraries of The New York Publica Library.
A guide to becoming a more effective teacher through a new teaching and learning framework that focuses on the key role of creativity in the classroom.
In 1997, AEL, a regional educational laboratory, invited more than 100 people from 18 primarily rural school communities in Kentucky, Tennessee, Virginia, and West Virginia to join the QUEST network, a 3-year program dedicated to building quality learning communities that support high levels of student and adult performance. School stories from this experience constitute the bulk of this book, which is intended to be a practical resource for individuals seeking to improve their own school communities. The book is organized around the four major constructs of the framework used for continuous school improvement: broadening the learning community, sharing leadership for learning, enriching the learning culture, and enabling SMART learners. SMART stands for successful, motivated, autonomous, responsible, and thoughtful, and is a vital part of the QUEST network's vision for teaching and learning. SMART takes the emphasis away from rote memorization and the accompanying passive learning behavior. In addition to the school stories, each chapter presents questions to elicit readers' thinking regarding topics to be explored; descriptions of tools and strategies; annotations of useful books, Web sites, and other resources; and questions to assist readers in assessing their schools' Improvement Quotient (IQ). Five appendices present participating schools, Quest scholars, sample observation forms, SMART parenting excerpts, and summaries of six "thinking hats." (Contains 128 references.) (TD).
Accelerated learning programs have increased dramatically and gained widespread attention in adult higher education. They have also received criticism regarding their value and potential impact on the quality of learning in colleges and universities. This volume of New Directions for Adult and Continuing Education is the first major publication that addresses the current practice and research of accelerated learning formats in higher education. The contributors to this volume explore the scope and substance of accelerated learning as it is practiced in colleges and universities. Practitioner guidelines and insights are offered for best practices in program and course design, learning strategies, and assessment approaches, as well as the integration of distance learning and service-learning into accelerated learning programs. To aid in examining broader questions of impact and outcome, several chapters discuss research from a variety of contexts, with both descriptive and comparative findings. This volume also provides a critical perspective and future consideration of strategies and roles for accelerated learning as a positive force in higher education. It will aid both practitioners and researchers by providing informative ideas and practices from leaders and educators who have administered, taught, and studied this innovative learning format. This is the 97th volume of New Directions for Adult and Continuing Education, a quarterly report published by Jossey-Bass.

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