Chapter 5. Learning and Teaching Invasion-Game Tactics in 4th Grade: Introduction and Theoretical Perspective
- Did you ask a good question today? Alternative cognitive and metacognitive strategies. Ciardiello, Angelo V. // Journal of Adolescent & Adult Literacy;Nov98, Vol. 42 Issue 3, p210
Presents a cognitive and metacognitive strategy for student questioning instruction for middle school, junior high, secondary and postsecondary content area teachers. Use of student questioning instruction as a basis for higher level thinking about subject matter; Cognitive strategy research;...
- Classrooms and cognition. Davis, Robert B. // Journal of Education;1996, Vol. 178 Issue 1, p3
Argues that classroom practice in mathematics should be directly related to a theory of learning. Main recent innovations at the level of classroom practice; Listening to students; Greater recognition of student potential; Greater recognition of complex thought processes; Deliberate creation of...
- Blueprints for learning. Boyle, Joseph R.; Yeager, Noranne // Teaching Exceptional Children;Mar/Apr97, Vol. 29 Issue 4, p26
Discusses cognitive frameworks as a tool for teachers to facilitate learning. Use and development of study guides; Development and variations of story and critical thinking maps; Cognitive mapping; Retention, recall and retrieval of information.
- Forms of Knowledge in Mathematics and Mathematics Education: Philosophical and Rhetorical Perspectives. Ernest, Paul // Educational Studies in Mathematics;1999, Vol. 38 Issue 1-3, p67
New forms of mathematical knowledge are growing in importance for mathematics and education, including tacit knowledge; knowledge of particulars, language and rhetoric in mathematics. These developments also include a recognition of the philosophical import of the social context of mathematics,...
- Brain-based learning and students. Pool, Carolyn R. // Education Digest;Nov97, Vol. 63 Issue 3, p10
Presents information on brain-based learning. Factors that pose threats to learning; Psychophysiological response experienced by teachers; Strategies compatible with brain-based teaching and learning; Suggestions to improve the practice of teaching.
- Cognitive Apprenticeship. Tilley, Carol L. // School Library Media Activities Monthly;Nov2001, Vol. 18 Issue 3, p37
Discusses the cognitive apprenticeship approach to teaching and learning. Difference of cognitive apprenticeship from traditional apprenticeship; Examples of complex sets of skills and knowledge that are amenable to teaching and learning through cognitive apprenticeship; Some ideas to begin...
- Thinking and Learning Skills: The Contributions of NIE. Segal, Judith W.; Chipman, Susan F. // Educational Leadership;Sep84, Vol. 42 Issue 1, p85
States that the National Institute of Education has supported research and synthesized existing information in order to provide teachers and administrators with direction for cognitive instruction. Details on the research questions and findings; Discussion on the findings on science learning.
- COMPARING VIEWS OF STUDENTS, PARENTS, TEACHERS AND ADMINISTRATORS ON OBJECTIVES FOR THE SECONDARY SCHOOL. McTeer, J. Hugh; Blanton, F. Lamar // Education;Mar/Apr78, Vol. 98 Issue 3
Investigates the degree of agreement with cognitive and affective objectives for teaching. Comparison on tendency of students to favor between affective and cognitive objectives; Differences in the objectives of public school personnel and students their parents.
- METHODOLOGICAL CONFUSION IN INTRODUCTORY ECONOMICS. Hughes, Joseph P. // American Economist;Fall81, Vol. 25 Issue 2, p7
Discusses methodological confusion in teaching introductory economics. Three sources of methodological confusion; Consequences of sketching or skipping the discussion of methodology; Importance of the discussion of scientific abstraction on lifting the fog of methodological ignorance; Henry...