Small teaching : everyday lessons from the science of learning / James Lang.

By:

Lang, James M, 1969-

Material type: Text

TextLanguage: English Publisher: Hoboken, NJ : Jossey-Bass, a Wiley brand, 2021Edition: Second editionDescription: xxiii, 259 pages ; 24 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9781119755548 (cloth)
1119755549 (cloth)

Subject(s):

Additional physical formats: Online version:: Small teachingDDC classification:

370.15/23

LOC classification:

LB 1062 L269s 2021

Contents:

Introduction: Small teaching Part I: Knowledge. Predicting Retrieving Interleaving Part II: Understanding. Connecting Practicing Explaining Part II: Inspiration. Belonging Motivating Learning Conclusion: Beginning

Summary: "Small Teaching fills the gap in higher education literature between the primary research in cognitive theory and the classroom environment. While other books provide research without concrete examples or simply introduce radical theories that ultimately are not useful in the classroom, this book offers simple interventions that can be integrated into pre-existing techniques as well as clear descriptions of how to do so. The term "small teaching" refers to an approach that seeks to spark positive change in the classroom through small but powerful modifications to course design and teaching practices. A small teaching approach or activity may take one of three forms: brief classroom or online learning activities, one-time interventions in a course, or small modifications in course design or communication with students. Each chapter introduces a basic concept in cognitive research that has implications for classroom teaching, explains the rationale for offering it within a specific time period in a typical class, and then provides concrete examples of how this intervention has been used or could be used by faculty in a variety of disciplines. The second edition will feature 20% revised and updated content, including a newly authored preface, updated examples and specific techniques, updated research, a new "self-explanation" chapter, and updated resources."-- Provided by publisher.

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Holdings
Item type	Current library	Home library	Collection	Shelving location	Call number	Copy number	Status	Date due	Barcode
Libro	Biblioteca Juan Bosch	Biblioteca Juan Bosch	Humanidades	Humanidades (4to. Piso)	LB 1062 L269s 2021 (Browse shelf(Opens below))	1	Available		00000174447

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Previous	LB 1062 G227u 2004 The unschooled mind : how children think and how schools should teach /	LB 1062 G227u 2011 The unschooled mind : how children think and how schools should teach /	LB 1062 K26t 2008 To understand : new horizons in reading comprehension /	LB 1062 L269s 2021 Small teaching : everyday lessons from the science of learning /	LB 1062.6 E53r 2021 Ratchetdemic : reimagining academic success /	LB 1062.6 H236 1999 Handbook of research on improving student achievement /	LB 1063 G259w 2008 Working memory and learning : a practical guide for teachers /	Next

Includes bibliographical references and index.

Introduction: Small teaching
Part I: Knowledge. Predicting
Retrieving
Interleaving
Part II: Understanding. Connecting
Practicing
Explaining
Part II: Inspiration. Belonging
Motivating
Learning
Conclusion: Beginning

"Small Teaching fills the gap in higher education literature between the primary research in cognitive theory and the classroom environment. While other books provide research without concrete examples or simply introduce radical theories that ultimately are not useful in the classroom, this book offers simple interventions that can be integrated into pre-existing techniques as well as clear descriptions of how to do so. The term "small teaching" refers to an approach that seeks to spark positive change in the classroom through small but powerful modifications to course design and teaching practices. A small teaching approach or activity may take one of three forms: brief classroom or online learning activities, one-time interventions in a course, or small modifications in course design or communication with students. Each chapter introduces a basic concept in cognitive research that has implications for classroom teaching, explains the rationale for offering it within a specific time period in a typical class, and then provides concrete examples of how this intervention has been used or could be used by faculty in a variety of disciplines. The second edition will feature 20% revised and updated content, including a newly authored preface, updated examples and specific techniques, updated research, a new "self-explanation" chapter, and updated resources."-- Provided by publisher.

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