Download Free Communication And Learning Revisited Book in PDF and EPUB Free Download. You can read online Communication And Learning Revisited and write the review.

First published in 1995, Communication and Learning Revisited focuses on the importance and benefits of group dialogue in cooperative learning. The book explores the use of group dialogue among students across a variety of disciplines and demonstrates how collaboration helps them to understand different concepts. It outlines cognitive and social strategies that can enhance collaboration and presents collaborative talk’s role in learning, setting forth a theoretical framework that draws upon the ideas of writers such as Vygotsky and Bakhtin. Communication and Learning Revisited will appeal to those with an interest in teaching methods, classroom dialogue, and cooperative learning.
Praise for The Scholarship of Teaching and Learning Reconsidered "A worthy capstone that pulls together two decades of Carnegie Foundation projects on the scholarship of teaching and learning. The authors review the genesis of these ideas and envision a future of continued integration of a culture of evidence in the world's universities and colleges. Projects end but the work continues." —Lee S. Shulman, president emeritus, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education emeritus, Stanford University "This book captures the most important lessons from a decade of thoughtful experimentation with methods to improve the learning outcomes of American college students. The authors have deep experience in institutionalizing various approaches that have been devised and endorsed by faculty in many kinds of higher education settings. It will be a manual for those seeking to improve their own teaching and learning outcomes." —Katharine Lyall, president emerita, University of Wisconsin System "The authors recount the history of research into one's own teaching, further develop its conceptualization, and make recommendations for how to bring it into the mainstream. Collectively, they have been at the center of the movement and have written, spoken, strategized, and organized conversations and scholarly work on the topic for many years. They present rich examples from many different environments and an unwavering vision of the benefits of the scholarship of teaching and learning and its potential." —Nancy Chism, Indiana University School of Education, Indianapolis "This book reframes the literature on the scholarship of teaching and learning, faculty development, assessment, and the future of higher education. The writing sparkles with fresh analysis on teaching, learning, academic culture, and the possibilities for change. This book will help both individual faculty and entire institutions to enhance scholarly teaching and to deepen student learning." —Peter Felten, assistant provost and director, Center for the Advancement of Teaching and Learning, and associate professor of history, Elon University
In contrast to other studies on identity, this book takes its point of departure in the complexities that characterize and shape both individuals and societies – past and present. Its chapters challenge demarcated fields of study and conceptions of identity as gender, identity as functional disability, identity as race, and identity as, or based upon language groupings. The contributions take a social practices perspective in their exploration of the performance, living and doing of identity positions across time and space. Many of the contributions take an intersectional stance and the majority report upon empirically driven studies that examine the ways in which micro-level analyses of naturally occurring human communication contribute to our understanding of identification processes. Specifically, they study the ways in which more recent dialogical and social theoretical-analytical frameworks allow for attending to the complexity and dynamics of identity processes; the ways in which institutional settings, media settings, community of practices and affinity spaces provide affordances and obstacles for different types of identity positions; and the ways in which shifts in identity positions can be traced across time and space.
From wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic leaders and instructors who seek to advance learning in this changing environment, through a sound scientific understanding of how the human brain assimilates knowledge. Drawing on the latest findings from neuroscience and cognitive psychology, Michelle Miller explores how attention, memory, and higher thought processes such as critical thinking and analytical reasoning can be enhanced through technology-aided approaches. The techniques she describes promote retention of course material through frequent low‐stakes testing and practice, and help prevent counterproductive cramming by encouraging better spacing of study. Online activities also help students become more adept with cognitive aids, such as analogies, that allow them to apply learning across situations and disciplines. Miller guides instructors through the process of creating a syllabus for a cognitively optimized, fully online course. She presents innovative ideas for how to use multimedia effectively, how to take advantage of learners’ existing knowledge, and how to motivate students to do their best work and complete the course. For a generation born into the Internet age, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning.
This is a classic edition of Prue Goodwin’s acclaimed collection of articles by leading educationalists on the place of talk in the primary curriculum, which now includes a preface from Lyn Dawes. A talking classroom is both a crucial part of every subject area and a subject in its own right. For all primary teachers committed to deepening their understanding of the pivotal role talk plays in learning, this book focuses attention on the importance of fully enabling pupils’ learning potential. Articles, grouped according to a flexible framework, explore: the importance of talk in learning discursive and interactive classrooms talking and learning in the early years talk across the curriculum the importance of storytelling and drama. The new introduction reflects on key research developments since the book was first published. The Articulate Classroom is an engaging introduction to the field which is still very relevant to today’s readers. It will remain an indispensable guide for teachers looking to extend their skills, and a unique chance for education researchers to gain an overview from experts in the field.
The papers in this collection discuss educational/applied linguistics discourse, language policy and education, professional culture in language education, and learner language in educational settings.
The future of Assessment for Learning 20 years after Inside the Black Box Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. The Power of Assessment for Learning: Twenty Years of Research and Practice in UK & US Classrooms examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features: Key AfL ideas, approaches, and supports Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. Practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.
Words and Minds takes a lively and accessible look at how we use language to combine our mental resources and get things done. Examining everyday language and drawing on a wide range of research, but always with a light style, Neil Mercer provides a unified account of the relationship between thought and language. Mercer analyses real-life examples of language being used effectively, or otherwise, in many different settings, including workplaces and schools, the home, the internet and the courtroom, and offers practical insights into how we might improve our communication skills. Words and Minds will appeal to anyone interested in language and the psychology of everyday life.
This revised edition of Michael Byram’s classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. Beginning from the premise that foreign and second language teaching should prepare learners to use a language with fluency and accuracy, and also to speak with people who have different cultural identities, social values and behaviours, the book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment. This edition refines the definitions of the five ‘savoirs’ of intercultural competence, and includes new sections on issues such as moral relativism and human rights, mediation, intercultural citizenship and teachers’ ethical responsibilities.
Communication in Everyday Life: A Survey of Communication offers an engaging introduction to communication based on the belief that communication and relationships are always interconnected. Best-selling authors Steve Duck and David T. McMahan incorporate this theme of a relational perspective and a focus on everyday communication to show the connections between concepts and how they can be understood through a shared perspective. Students will learn how topics in communication come together as part of a greater whole, as well as gain practical communication skills, from listening to critical thinking and using technology to communicate. The Fourth Edition includes enhancements to its proven pedagogical features that reflect updates in research, cultural and societal changes, and emerging issues.