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Teachers frequently complain that, when they talking to students in
class, information goes in one ear and out of the other, with
nothing happening inbetween! Listening has been neglected in
education, in spite of it being the most frequently used skill in
learning. This unique and practicle book seeks to redress this
situation by treating listening as a thinking activity, and
developing a step-by-step approach to its improvement, using
knowledge about how the brain works.
Exam Board: AQA Level & Subject: GCSE Combined Science: Synergy
First teaching: September 2016 Next exams: June 2023 AQA approved
This book covers Unit 1 of the new 2016 GCSE Combined Science:
Synergy course. The grouping of content follows that in the
specification. Topic openers set the scene by providing a short
overview of the links between the different chapters in a Topic.
Linking questions between spreads and from chapter to chapter also
help explain the narrative thread that links a Synergy topic
together. Working Scientifically objectives linked to the AQA
Combined Science: Synergy specification are identified, and
questions addressing Working Scientifically skills embedded
throughout. * Each spread is divided into three sections - starting
with language, ideas and questions that are accessible to all and
increasing in complexity to develop and practise ideas further. *
Key concept spreads highlight core ideas that students must grasp
before they can move on, and which will develop their understanding
of the whole topic. * A dedicated spread for every required
practical helps students analyse the practical, reflect on the
science skills and knowledge they have developed and apply these
skills to different contexts. * Maths skills spreads focus on the
maths requirements of the AQA Combined Science specification,
explaining concepts and providing opportunities to practise and
apply maths in a relevant scientific context. * Throughout the book
the questions become increasingly synoptic, helping students to
draw together ideas from any part of Unit 1 in preparation for the
terminal exams. * Higher-only content is clearly flagged so
students can move seamlessly between tiers depending on their
performance during the course. * End of chapter questions allow
students to check that they have understood the ideas in the
chapter and can apply these to new contexts. The questions are
levelled in four sections of increasing demand. Questions on
Higher-only content are also clearly flagged.
We are all different. Every child in every class in every school in
the land is different. And yet we have a 'one size fits all'
curriculum that everyone must follow. How can we best deal with
this apparent anomaly, in order to provide meaningful learning
experiences for all students? Teachers are now discouraged from
grouping children according to abilities - inclusion is the
buzzword. So radical solutions are needed to help all children
learn within a group, whatever their personal and academic needs,
and whatever their social background. This book analyses the issues
surrounding the world of difference we see in schools today. It
unpacks the elements of diversity - personality, intelligence,
styles of learning and communicating, social class, gender, race,
culture, ethnicity, learning difficulties, disabilities, views and
values - and suggests practical strategies to make teachers' lives
easier and their students' study less stressful. All children need
personal skills, particularly communication and co-operation
skills, in order to cope with learning within their own context and
at their own level. This book considers how such key skills emerge
from the interaction of physical, mental, emotional and social
development, and suggests initiatives such as 'The Critical Skills
Programme' and the 'Communication Opportunity Group Scheme' to give
students from every background more chances to talk, think, express
feelings and share views. A comprehensive overview of common
learning difficulties and medical conditions in children is also
provided - including characteristics of each condition, classroom
organization tips, and contact details of relevant support groups -
with the aim of helping educators further develop their management
of individuals and diverse groups. If you have an interest in
making education work - whether you are a teacher, teaching
assistant, school counsellor, social worker, therapist,
psychologist or other educator - 'A World of Difference' is for
you.
Strategies for Closing the Learning Gap has been written as a
practical companion to the hugely successful Closing the Learning
Gap. In this, his fourth book, Mike Hughes attempts to translate
the explosion in our understanding of how the brain works into
practical strategies that will work in the classroom. The book:
highlights some of the key issues emerging from recent discoveries
about the brain simplifies them; offers practical strategies and
ideas as to how to apply this research in the classroom; The
strategies described have been:; written by teachers for teachers;
successfully implemented and refined in the classroom; effective in
increasing motivation, improving learning and raising attainment
The way into thinking skills. The book outlines the importance of
talk both at home and in the classroom. It emphasises that talking
is more than just communication, it is the way into thinking skills
development. How do I know what I think until I've heard myself say
it? Some children are never given the opportunity to develop their
talking skills in order to structure their thinking. This book
addresses this issue head on, with carefully analysed research and
a whole host of practical classroom activities to help children
into quality talking and deeper thinking.
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