Relearning to Teach
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Relearning to Teach
Understanding the Principles of Great Teaching
Fawcett, David
Taylor & Francis Ltd
10/2019
276
Mole
Inglês
9781138213869
15 a 20 dias
453
Descrição não disponível.
Foreword
Preface
Acknowledmgents
Introduction
Chapter 1: Isn't lesson planning just a box ticking exercise?
Chapter 2: Why do they seem to remember in lessons, but then forget it in the test?
Chapter 3: Asking more questions is better. Isn't it?
Chapter 4: For all the time and effort, is feedback actually worth it?
Chapter 5: Differentiation: Isn't that just making 30 worksheets for my 30 students?
Chapter 6: Isn't teaching English just for English teachers?
Chapter 7: Are we just doing data because we've been told to do data?
Getting a little better at getting a little better by Chris Moyse
References
Index
Preface
Acknowledmgents
Introduction
Chapter 1: Isn't lesson planning just a box ticking exercise?
Chapter 2: Why do they seem to remember in lessons, but then forget it in the test?
Chapter 3: Asking more questions is better. Isn't it?
Chapter 4: For all the time and effort, is feedback actually worth it?
Chapter 5: Differentiation: Isn't that just making 30 worksheets for my 30 students?
Chapter 6: Isn't teaching English just for English teachers?
Chapter 7: Are we just doing data because we've been told to do data?
Getting a little better at getting a little better by Chris Moyse
References
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Intercostal;educational psychology;Intercostal Muscles;educational research;Short Answer Section;reflecting;EAL Student;improving;Key Words;cognitive science;Retrieval Practice;differentiation;Extraneous Cognitive Load;questioning;High Expectancy Students;planning;Low Expectancy Students;feedback;Dylan Wiliam;professional development;DDI;learning;Expectancy Students;teaching;Feedback Questions;David Fawcett;Process Worksheet;education;Sentence Starters;methods;EAL;pedagogy;Target Grades;practice;RS;psychology;Working Memory;self-improvement;SS;effective teaching practice;Roediger III;teaching methods;SOLO Taxonomy;Long Term Memory;Cognitive Load;Cue Target Relationships
Foreword
Preface
Acknowledmgents
Introduction
Chapter 1: Isn't lesson planning just a box ticking exercise?
Chapter 2: Why do they seem to remember in lessons, but then forget it in the test?
Chapter 3: Asking more questions is better. Isn't it?
Chapter 4: For all the time and effort, is feedback actually worth it?
Chapter 5: Differentiation: Isn't that just making 30 worksheets for my 30 students?
Chapter 6: Isn't teaching English just for English teachers?
Chapter 7: Are we just doing data because we've been told to do data?
Getting a little better at getting a little better by Chris Moyse
References
Index
Preface
Acknowledmgents
Introduction
Chapter 1: Isn't lesson planning just a box ticking exercise?
Chapter 2: Why do they seem to remember in lessons, but then forget it in the test?
Chapter 3: Asking more questions is better. Isn't it?
Chapter 4: For all the time and effort, is feedback actually worth it?
Chapter 5: Differentiation: Isn't that just making 30 worksheets for my 30 students?
Chapter 6: Isn't teaching English just for English teachers?
Chapter 7: Are we just doing data because we've been told to do data?
Getting a little better at getting a little better by Chris Moyse
References
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Intercostal;educational psychology;Intercostal Muscles;educational research;Short Answer Section;reflecting;EAL Student;improving;Key Words;cognitive science;Retrieval Practice;differentiation;Extraneous Cognitive Load;questioning;High Expectancy Students;planning;Low Expectancy Students;feedback;Dylan Wiliam;professional development;DDI;learning;Expectancy Students;teaching;Feedback Questions;David Fawcett;Process Worksheet;education;Sentence Starters;methods;EAL;pedagogy;Target Grades;practice;RS;psychology;Working Memory;self-improvement;SS;effective teaching practice;Roediger III;teaching methods;SOLO Taxonomy;Long Term Memory;Cognitive Load;Cue Target Relationships
