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No matter what you teach, there is a 100 Ideas title for you! The
100 Ideas series offers teachers practical, easy-to-implement
strategies and activities for the classroom. Each author is an
expert in their field and is passionate about sharing best practice
with their peers. Each title includes at least ten additional
extra-creative Bonus Ideas that won't fail to inspire and engage
all learners. _______________ How do you teach a subject that has
no 'right' answers? Philosophical and ethical concepts can be
overwhelming to students who have not encountered them before, and
complex arguments can be difficult to navigate. John L. Taylor's
book will help you to engage your class and have them reading,
writing, talking and thinking philosophically. Starting with
introductory ideas such as 'a guided tour of philosophy land', the
book moves on to ideas for stimulating and managing student
discussions and debates, guidance for effective research, and
methods to support students with their essays, presentations and
projects. There are also tips for getting the best out of quieter
students, and ideas for taking philosophy beyond the classroom.
Hashtags and websites providing resources to enliven your classes
are included throughout the book.
"Think Again" offers practical guidance on how philosophy can
liberate and revitalize teaching and learning by creating space for
independent, critical thinking. Contemporary education is held
captive by an obsession with assessment. The culture of
'teaching-to-the-test' and 'spoon-feeding' has distorted the
purpose of teaching and destroyed the joy of free enquiry. This
book offers practical advice on how to use philosophy as the
cornerstone of a new approach to teaching and learning, with the
central aim of developing students' capacity for deeper, freer
thought. Drawing on his experience of innovative curriculum
development work, the author explains how philosophical questions
provide an excellent vehicle for engaging students and drawing them
into analytical, creative and independent ways of thinking. "Think
Again" provides: activities for encouraging critical and creative
thinking; examples of 'entry points' for integrating philosophy in
a formal curriculum; and, practical guidance on using philosophy to
enliven learning in a range of subjects. The author emphasizes the
significant opportunity that project work provides for enabling
students to develop their research and analytical skills, and
suggests how the 13+ curriculum could be developed to bring a
philosophical dimension to learning in all subject areas.
Independent learning is an ideal which many teachers aspire to but
find difficult to achieve. This book provides ten training plans
that enable you to easily deliver hours of CPD sessions in your
school. All presentations and hand-outs are provided in the book
and online, making Bloomsbury CPD Library: Independent Learning all
you need to help your students think independently, for a richer
learning experience, and to impress inspectors. It is common for
school inspectors to comment on the need for students to learn more
independently, and from higher education admissions officers and
employers there is a constant call for students to be better
equipped to be able to learn and think for themselves. Students
themselves enjoy and benefit from lessons in which they are given
the opportunity to begin to take charge of the learning process,
particularly when there is space for them to explore and inquire
into topics that grab their attention. At the same time, there is
enormous pressure on schools to 'teach to the test', leading many
teachers to feel that they have to play safe and cannot risk giving
their students genuine responsibility for their own learning, lest
results suffer. Critics also argue that students need to be taught
directly, as the capacity for meaningful inquiry is not one that
most students possess, and even when it is present, the open-ended
nature of the inquiry process can make learning inefficient. In
this book, John L. Taylor shows how the rhetoric about independent
learning can be turned into a practical reality. The book explores
the foundations of effective learning and demonstrates how it is
possible to implement an approach to learning which encourages
students to learn to think for themselves. It shows how by teaching
students to think better, teachers can ensure that they both
succeed in jumping assessment hurdles and also enjoy a richer, more
meaningful educational experience.
This book is basic world history, an overall view that introduces
readers to the major watersheds in our human story without
burdening them with many dates or details. Essential fragments of
history are interrelated so that they form a cohesive whole that
will enlighten readers with little or no background in history and
help them enjoy and understand the basic facts about our great
human parade. In this book the great conflict between myth and
reason is carefully developed.
The Making of the Modern Law: Legal Treatises, 1800-1926 includes
over 20,000 analytical, theoretical and practical works on American
and British Law. It includes the writings of major legal theorists,
including Sir Edward Coke, Sir William Blackstone, James Fitzjames
Stephen, Frederic William Maitland, John Marshall, Joseph Story,
Oliver Wendell Holmes, Jr. and Roscoe Pound, among others. Legal
Treatises includes casebooks, local practice manuals, form books,
works for lay readers, pamphlets, letters, speeches and other works
of the most influential writers of their time. It is of great value
to researchers of domestic and international law, government and
politics, legal history, business and economics, criminology and
much more.++++The below data was compiled from various
identification fields in the bibliographic record of this title.
This data is provided as an additional tool in helping to insure
edition identification: ++++Harvard Law School
Libraryocm13357615Boston: Congregational Board of Publication,
1856. xi, 391 p.: ill., port., facsim.; 24 cm.
This book is concerned with the educational aspects of gaming
simulation procedures and their application to urban studies and to
the teaching of town planning. It analyses the availability and
relevance of these instructional simulation techniques as a simple
way of presenting, relating and manipulating many divergent
observations concerning the environment and human settlement. Dr
Taylor divides his book into three main sections: the first
identifies the background and evolution of instructional
simulation, the second examines urban development gaming's emerging
importance and justification and the third reviews some of the
issues that must be contemplated if the potential of gaming
simulation techniques are to be fully realised. This was the first
book to provide a comprehensive and authoritative review of the
state of knowledge on instructional simulations relevant to urban
problems. As such it will be of great interest and practical value
to all those involved in urban studies and environmental planning.
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