By Geoff Petty
Thoroughly revised, this variation with its clean new layout, educating options, rules and recommendation supply normal ideas for instructing. A coherent, proof established view of training and studying, featuring a few radical new tools recognized to vastly increase scholar achievement.
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Extra info for Evidence based teaching : a practical approach
Herrmann’s ‘whole-brain learning’ exploits all the strengths and addresses important weaknesses in all your learners. It also helps to ensure enjoyment, variety and high-quality learning. It should be a key factor in the design of teaching. Consider it with special care in the teaching of challenging concepts and topics. Case study: whole-brain mathematics A mathematics teacher is planning a lesson on percentages. Her students have studied this in earlier years with limited success. Her natural approach is to explain the theory logically and in a careful sequence, and for students to work alone on problems.
These methods have been found to make huge differences to students ‘attributions’, and have doubled attainment in mathematics and related subjects. Use feedback methods. The methods in Chapter 8 have been shown to be among the best ways to teach students that they can succeed; see Chapter 9 to ﬁnd out why. Making use of Maslow’s hierarchy of needs Abraham Maslow’s idea is that we are motivated by just ﬁve needs, and as the lower needs are met they become less pressing and higher needs take their place.
Students do not simply ‘write’ concepts and logical relations onto their hard disk. Much learning is intuitive and below consciousness. To assist this, students need to see examples and non-examples of concepts and principles in many different contexts in order to ‘get’ them. • Multiple perspectives and multiple representations. Students need rightand left-brain representations, that is ‘whole-brain learning’, to aid understanding. SOLO shows that students need to look at material in more than one way, and more than once.