How can teachers provide the best learning experiences for students
with varying skills and abilities? Teachers have many common needs.
Most work in a situation of high demands and expectations, but
against a background that reflects a reduced valuation of their
efforts. Originally published in 1993, the authors share some
thoughts about contemporary teaching practice and suggest an
approach - Process-Based Instruction - for a coherent cognitive
education programme that draws on the literatures of educational
psychology and educational theory and practice. The book is
supported throughout with exercises and illustrations designed to
help teachers apply new strategies to classroom practice,
particularly in areas of the curriculum concerning problem solving.
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