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Informationen zum Autor Marjorie S. Schiering' has taught first, third, fifth, sixth, undergraduate, and graduate courses for five decades. She is an international presenter and children’s book author. She has written seven textbooks, continually weaving in teaching creativity, using interactive methods, and means for being a person of good character. She teaches with an emphasis on students realizing their academic success, increasing their desire to learn, and meeting their academic and socialization needs. Drew Bogner is President Emeritus and Professor of Education at Molloy University where he served as President for 20 years. He earned a BS from Newman University where he served as Student Government President and later as a Professor, Dean, and Vice-President for Academic Affairs. Drew served in leadership roles with the NCAA and as Interim President of CICU, the advocacy group for New York private higher education. He holds a PhD from Kansas University. Dr. Robert A. Scot t is President Emeritus and Professor Emeritus of Adelphi University, where he served from 2000 to 2015. He is President Emeritus and Professor Emeritus of Ramapo College of New Jersey, where he served from 1985-2000. He earned his BA at Bucknell University, where he was active in student government, and his PhD at Cornell University, where he became a dean responsible for student advising. He is still in touch with former students at both institutions. Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one is as a learner and teacher. In Learning and Teaching, the authors offer practical strategies for interactive instruction to facilitate optimum learning. Inhaltsverzeichnis Chapter 1 Forward Chapter 2 Acknowledgement Chapter 3 Introduction Part 4 Part One: A New Learning and Teaching Model Chapter 5 Chapter 1: Acquiring Memory, Realizing Cognition, and Comprehension Chapter 6 Chapter 2: Varied Learning and Teaching Perspectives Chapter 7 Chapter 3: An Overview: A Model for Academic and Social Cognition Chapter 8 Chapter 4: The Model's Foundation: S.O.W., R.E.A.P. and Umbrella of Reflection Chapter 9 Chapter 5: Two Interior Components of the "Model" Chapter 10 Chapter 6: The Third Interior Component of the Model: An Overview of the Cognitive Collective Chapter 11 Chapter 7: The Cognitive Collective's Reciprocal Thinking Phases Chapter 12 Chapter 8: The Cognitive Collective's Reciprocal Feelings Part 13 Part Two: Practical Applications of the Model Chapter 14 Introduction Chapter 15 Chapter 9: Practical "Model" Application: Classroom Design and Instruction Chapter 16 Chapter 10: Practical "Model" Application: Lesson Planning Chapter 17 Chapter 11: Applying the "Model" in the Classroom: Differentiated and Interactive Instruction Chapter 18 Chapter 12: Practical "Model" Application: Character Development Chapter 19 Afterward Part 20 Appendices Overview Chapter 21 Appendix A Chapter 22 Appendix B Chapter 23 Appendix C Chapter 24 Appendix D...
