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Virtually anyone who has attended college can attest to poor teaching approaches by very bright professors. Professors simply are not trained or taught how to best teach their content. They are not aware of learning theories, brain research, pedagogy and andragogy. They teach the way they were taught—their mimetic isomorphism.Not only will this book share insights from all these areas, but it will also help professors prepare syllabi, create curriculum, prepare lesson plans, create assignments, and develop assessments with these concepts in mind. Further, we will embed differentiation, culturally relevant strategies, and the use of technology to enhance learning.
Inhaltsverzeichnis
DEDICATION
ACKNOWLEDGEMENTS
PREFACE
INTRODUCTION
LIST OF FIGURES & TABLES
PART I THE BRAIN
Nature and Nurture
The Unified Whole
Neurons
Brain Growth and Development
Regions of the Brain
Genetic Influences
Implications for Professors
The Brain
The Classroom and Its Environment
The Curriculum
Pedagogy
Assessment
Summary
Notes
PART IILEARNING THEORY
Behaviorism
Learning According to Behaviorism
Implications of Behaviorism in the College Classroom
Cognitivism
Learning According to Cognitivism
Multiple Intelligences
Culturally Responsive Learning
Implications of Cognitivism for the College Classroom
Constructivism
Learning According to Constructivism
Critical Theory and Critical Pedagogy
Implications of Constructivism for the College Classroom
Summary
Notes
PART IIIIMPLICATIONS AND APPLICATIONS
Implications
The Learning Environment
Curriculum and Pedagogy
Assignments
Assessment
Applications
Behaviorism
Cognitivism
Constructivism
Notes
BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY
Über den Autor / die Autorin
Perry R. Rettig is a professor at Piedmont University.Dr. Bailey’s research focuses on the procession of our understanding of cognition, and ideological formations along the history of curriculum and instructional practices.
Zusammenfassung
This is a book for professors by professors. It is an erudite description of brain research and learning theory with implications for classroom instruction with examples for teaching strategies, course mapping, and assessment. The focus is on brain research and learning theory—how students learn and how to best teach them.
