If you feel a bit cross at the presumption of some oik daring to
suggest everything you know about education might be wrong, please
take it with a pinch of salt. What if everything you knew about
education was wrong? is just a title. Of course, you probably think
a great many things that aren't wrong. The aim of the book is to
help you 'murder your darlings'. David Didau will question your
most deeply held assumptions about teaching and learning, expose
them to the fiery eye of reason and see if they can still walk in a
straight line after the experience. It seems reasonable to suggest
that only if a theory or approach can withstand the fiercest
scrutiny should it be encouraged in classrooms. David makes no
apologies for this; why wouldn't you be sceptical of what you're
told and what you think you know? As educated professionals, we
ought to strive to assemble a more accurate, informed or at least
considered understanding of the world around us. Here, David shares
with you some tools to help you question your assumptions and
assist you in picking through what you believe.He will stew
findings from the shiny white laboratories of cognitive psychology,
stir in a generous dash of classroom research and serve up a side
order of experience and observation. Whether you spit it out or lap
it up matters not. If you come out the other end having vigorously
and violently disagreed with him, you'll at least have had to think
hard about what you believe. The book draws on research from the
field of cognitive science to expertly analyse some of the
unexamined meta-beliefs in education. In Part 1; 'Why we're wrong',
David dismantles what we think we know; examining cognitive traps
and biases, assumptions, gut feelings and the problem of evidence.
Part 2 delves deeper - 'Through the threshold' - looking at
progress, liminality and threshold concepts, the science of
learning, and the difference between novices and experts. In Part
3, David asks us the question 'What could we do differently?' and
offers some considered insights into spacing and interleaving, the
testing effect, the generation effect, reducing feedback and why
difficult is desirable. While Part 4 challenges us to consider
'What else might we be getting wrong?'; cogitating formative
assessment, lesson observation, grit and growth, differentiation,
praise, motivation and creativity.
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!
Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
(1)
