Twelve Constructs to Design and Configure Successful Learning Experiences
The revised and updated second edition of the bestselling title, Teachers as Architects of Learning supports teachers to develop ideas, consider approaches and, in general, increase levels of consciousness about what they do, why they do it and how they might do it differently. The book enables teachers to develop their own blueprint for teaching through the exploration of twelve learning constructs and 100 strategies.
Teachers as Architects of Learning facilitates teachers to build their wisdom around the art of teaching in order for deeper learning to prevail. It assists them to deconstruct their mental models in order to then construct new learning about their practice. These insights assist them in identifying beliefs that impact their behaviours as their teaching architecture evolves. The premise that beliefs influence behaviours is at the heart of Teachers as Architects of Learning.
The authors draw from extensive personal experiences, research from the field and the reflections of teachers themselves to serve as a catalyst for thinking about their own practice in a way that lets learning lead.
The second edition is a “must-have” book for any educator committed to the development of their own or other’s practice.
Hawker Brownlow Education
Clare Major, Gavin Grift
Ages: 5-8 (Lower Primary), Ages: 8-10 (Middle Primary), Ages: 10-12 (Upper Primary), Ages: 12-15 (Junior Secondary), Ages: 15-18 (Senior Secondary), Ages: 18+ (Adult)
What Makes a Good Teacher? offers 13 answers or 13 characteristics that in combination can produce a quality teacher.
Educational researchers, management think tanks, motivational gurus and happiness advisers regularly affirm the essence of what former British Prime Minister Harold Wilson once observed:
“The guts of teaching is simple – it is the relationship between a teacher and a group of kids.”
A hands-on, how-to guide for effective and enjoyable teaching practice.
In Mindfulness Practices, the authors passionately convey the scientifically proven healing that mindfulness brings to students who suffer from trauma or stress.
Achieve high engagement by building competence, autonomy, and content relevance in students, resulting in positive academic self-concept and self-efficacy. Readers will gain research-based instructional strategies for connecting with disengaged students and building positive student-teacher relationships
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