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‘Because "God" is infinite, nobody can have the last word’ What is this thing, religion, supposedly the cause of bloodshed and warring for centuries? What is ‘God’ and do we need ‘Him’ in our modern world? Karen Armstrong looks again at these questions in a refreshing and startling way. God is not to be ‘believed in’ as a child believes in Santa Claus; religion is not a story to be proven true or false, but a discipline akin to music or art that answers a deeply human need, and can teach us to discover new capacities of mind and heart. Selected from A Case for God, Fields of Blood and The Lost Art of Scripture VINTAGE MINIS: GREAT MINDS. BIG IDEAS. LITTLE BOOKS. A series of short books by the world’s greatest writers on the experiences that make us human Also in the Vintage Minis 'Great Ideas' series: Art by Simon Schama Science by Ian McEwan
Buku ini secara garis besar mengulas tentang berbagai pembelajaran kreatif yang sangat menyenangkan dan mudah dipraktikkan untuk dapat mengembangakan kecerdasan majemuk anak. Mendengar kata “bermain” anak-anak pasti langsung bersemangat. Namun, masih banyak orang yang menganggap bahwa bermain hanya membuang waktu. Padahal banyak sekali manfaat yang diperoleh dari bermain, namun taukah kalian bahwa banyak sekali pembelajaran yang dapat mengembangakan kecerdasan majemuk anak yang dapat kita ciptakan atau kita desain sendiri. padahal pembelajaran itu ada disekitar kita dan pembelajaran ini mungkin adalah pembelajaran kalian waktu kecil. Tenang buku ini akan mengenalkan pada pembelajaran-pembelajaran kreatif yang dapat membuat anak-anak anda menjadi cerdas dan kreatif serta berharap semoga mengispirasi para pengajar untuk menciptakan pembelajaran-pembelajaran kreatif pula.
This text emerges out of the need to share information and knowledge on the research and practices of using multimedia in various educational settings. It discusses issues relating to planning, designing and development of interactive multimedia, offering research data.
Contextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives. Johnson discusses the elements of the brain-compatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment. Drawing on the practices of teachers in kindergarten through university, Johnson provides numerous examples of how to use each part of the CTL system.
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New technology is being used more and more in education and providers have to be aware of what is on offer and how it can be used. This practical handbook demonstrates how interactive multimedia can be developed for educational application.
Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.
This book is addressed to people with research interests in the nature of mathematical thinking at any level, topeople with an interest in "higher-order thinking skills" in any domain, and to all mathematics teachers. The focal point of the book is a framework for the analysis of complex problem-solving behavior. That framework is presented in Part One, which consists of Chapters 1 through 5. It describes four qualitatively different aspects of complex intellectual activity: cognitive resources, the body of facts and procedures at one's disposal; heuristics, "rules of thumb" for making progress in difficult situations; control, having to do with the efficiency with which individuals utilize the knowledge at their disposal; and belief systems, one's perspectives regarding the nature of a discipline and how one goes about working in it. Part Two of the book, consisting of Chapters 6 through 10, presents a series of empirical studies that flesh out the analytical framework. These studies document the ways that competent problem solvers make the most of the knowledge at their disposal. They include observations of students, indicating some typical roadblocks to success. Data taken from students before and after a series of intensive problem-solving courses document the kinds of learning that can result from carefully designed instruction. Finally, observations made in typical high school classrooms serve to indicate some of the sources of students' (often counterproductive) mathematical behavior.