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Informationen zum Autor Harold Jones has been an elementary teacher, middle school math and science teacher and a high school math teacher. After a career in K-12 teaching he became a teacher educator at the university level. He has experience in rural schools as well as urban schools. A year of work with the Santee Sioux provided him a first hand experience with native Americans. During his college level work he became very interested in translating cognitive psychology as a basis for teaching methods which is the impetus for this book. Klappentext The theory to guide instruction is cognitive psychology. The concepts in this book lead the teacher to develop a theory of instruction as opposed to operating on intuition. The theory based on psychological concepts allows the teacher develop applications which fit their style. Zusammenfassung The theory to guide instruction is cognitive psychology. The concepts in this book lead the teacher to develop a theory of instruction as opposed to operating on intuition. The theory based on psychological concepts allows the teacher develop applications which fit their style. Inhaltsverzeichnis CHAPTER 1ACTIVATING MOTIVATIONCHAPTER 2TASKS AND INDIVIDUAL DIFFERENCESCHAPTER 3PREPARING TO GET ATTENTIONCHAPTER 4INTRODUCING CONCEPTS THROUGH A WHOLISTIC APPROACHCHAPTER 5DEVELOPING CONCEPTS BY ELABORATIONCHAPTER 6ELABORATING CONCEPTS FOR LASTING MEMORIESCHAPTER 7MOTIVATIONAL AND EMOTIONAL ASPECTS OF ELABORATING CONCEPTSCHAPTER 8FACILITATING TRANSFER OF KNOWLEDGECHAPTER 9ASPECTS OF THINKING PROCESSESCHAPTER 10APPLYING RESEARCH TO DEVELOP METHODS
