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Abstract: This revision emphasizes the use of audiovisual materials as an integral and vital part of a particular program of instruction and serves as a practitioner's guide to their selection and utilization. The teacher is viewed as a manager, organizer, and evaluator of learning experiences as well as a motivator of students. Audiovisual methods are viewed as an important part of the communication process that undergirds education. The text begins with a discussion of the theory and practice of audiovisual teaching followed by chapters dealing with selected audiovisual methods. Methods discussed include contrived experiences, purposeful experiences, demonstrations, study trips, exhibits, educational television, motion pictures, still pictures, radio, and recordings. A final section deals with the role of systems and technology in teaching and the educational process.
In this volume, leading scholars from the fields of communication, educational psychology, and international education address what is known about the strategic role of interpersonal communication in the teaching/learning process. Instruction often involves spoken communication that carries information from teacher to learner, and in these instances the teacher's skillful and strategic use of language has a measurable impact on learning outcomes. Thus, the cumulative findings of instructional communication research are instrumental in maximizing the efficiency and effectiveness of both teaching and learning. Major sections of this volume include: Historical and Theoretical Foundations Instructor Characteristics and Behaviors Student Characteristics and Outcomes Pedagogy and Classroom Management Teaching and Learning Communication Across the Life-span This handbook serves researchers, professors, and graduate students by surveying the collective findings of research and experience concerning the intentional activity of teaching and learning.
Learn how to meet the needs of the diverse students in your first classroom through this unique elementary social studies methods textbook. With a unifying theme of diversity, it emphasizes differentiated instruction and meeting the needs of all students, including special attention to English learners, children with mild learning disabilities, and gifted students. Chapters on differentiated instruction (Chapter 4) and culturally-responsive teaching (Chapter 5) provide a strong foundation and context for the strategies and teaching tips that follow in later chapters. Reflecting the national trends toward standards-based instruction and greater utilization of technology, this book is a great resource for your first classroom and beyond. Read and reference this text for comprehensive coverage including new chapters on teaching geography and the literacy and social studies connection, as well as existing chapters on the history and current status of social studies; lesson and unit planning; cooperative learning; critical thinking; technology; assessment; integrating the language arts, the visual arts, and the performing arts; citizenship education; history and geography; and the other social sciences. Finally, instructors and students have praised earlier editions of this book because of its pragmatic and accessible style.
This book provides an in-depth look on Content and Language Integrated Learning (CLIL) and Early Childhood Education (ECE), two domains where major joint research is needed. By taking stock on theoretical underpinnings, it explores the ideal conditions for early additional language acquisition in preschool contexts through CLIL with a learner-centered approach grounded in developmentally appropriate practices (DEP) and an emphasis on the importance of play, cognition, holistic content adaptation and social-emotional learning. The book also offers a comprehensive view of how this methodological approach has already set a clear path on Pre-primary education internationally. Finally, it offers insights into CLIL pedagogies as related and adapted to Pre-primary education, resources and materials for very young learners and practical implementation from the classroom. By providing a solid empirical background on Pre-primary CLIL, along with appropriate methodological issues and practices, this book serves as a key resource to students, practitioners, academics as well as teacher educators and policy-makers in international contexts.