Curriculum Theory and Methods : Perspectives on Learning and Teaching

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Curriculum Theory and Methods : Perspectives on Learning and Teaching

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 424 p.
  • 言語 ENG,ENG
  • 商品コード 9780470837740
  • DDC分類 371

Full Description


Written for use in pre-service and in-service curriculum courses, this text provides a balanced and engaging overview of how curriculum and developmental theories help inform the practical needs of the teacher. Authors Wendy Frood Auger and Sharon J. Rich help you build a critical appreciation of the subtleties of the learning process and the factors that influence the development of students? understanding. The strong pedagogical design provides practical resources as well as a framework that encourages self-reflection as a model for professional growth.Hallmark FeaturesPersonal Stories provide engaging stories that demonstrate how theories can be implemented in the classroom.Reflective Practice activities focus on professional development and highlight the practical implementation of theoretical concepts.Chapter Activities encourage the reader to reflect on the textual material and to make further connections as to how theory informs practice.Running Glossary highlights and defines Key Terms as they appear in the text, enabling quick access, full understanding of terms, and ease of reading.

Table of Contents

Part I Children And Learning: How Does It
Happen?
Chapter 1 Learning & Teaching: Charting the 2 (38)
Course
The Shift from Behaviourism to 4 (1)
Cognitivism to Constructivism
Cognitive Development 5 (5)
Off to School 6 (1)
The Importance of Experience in Cognitive 6 (2)
Development
Key Aspects of Cognitive Development 8 (2)
Major Theorists 10 (12)
John Dewey 10 (2)
Jean Piaget 12 (7)
Piaget's Stages of Cognitive Development 19 (3)
Social Cognition and Social Constructivism 22 (4)
Lev Vygotsky 22 (4)
The Theory of Multiple Intelligences 26 (1)
Howard Gardner 26 (1)
Emotional Development 27 (5)
Erik H. Erikson 28 (2)
Daniel Goleman 30 (2)
Physical Development 32 (8)
Physical Development in Younger Children 34 (1)
Physical Development in the Primary Grades 35 (2)
Physical Development in the Junior and 37 (3)
Intermediate Grades
Chapter 2 Constructivism: Making Connections, 40 (34)
Risk-Taking, and Other Sundry Bits
What is Constructivism? 42 (7)
Bruner Thinks About Thinking 42 (1)
How Children Construct Knowledge 43 (2)
Principles of Constructivist Theory 45 (4)
Educating the Whole Child 49 (6)
Examining the 3 Cs: A Rationale for 50 (3)
Teaching the Whole Child
Incorporating Students' Interests into 53 (1)
Learning
The Reggio Emilia Approach 54 (1)
Setting the Stage for Using Prediction: 55 (5)
Adaptation Revisited
Adaptation in Action: The Prediction 55 (1)
Learning Cycle
Summary of How the Prediction Learning 56 (3)
Process Works
The Importance of Risk-taking 59 (1)
The Serious Business of Play 60 (10)
Key Characteristics of Play 61 (1)
Play: Is It A Valuable and Viable Part of 62 (2)
Learning?
How Children Use Play 64 (1)
Play and Older Students 65 (2)
Piaget's Stages Revisited 67 (3)
Organizing the Constructivist Classroom and 70 (4)
the Role of the Teacher in Constructivism
Chapter 3 Autonomy: A Self-Starter is Born 74 (26)
Invitational Learning 76 (1)
Autonomy 76 (13)
Moral Autonomy ("Free will") 77 (4)
Intellectual Autonomy ("Free choice") 81 (4)
Practical Applications of Autonomous 85 (2)
Teaching
Autonomy and Play 87 (2)
Self-concept and Self-esteem 89 (2)
Self-esteem 91 (5)
Creating an Atmosphere for Learning 96 (4)
Chapter 4 The Brain In A Plain Brown Wrapper: 100(39)
Everything You Ever Wanted to Know About the
Brain and Might Be Afraid to Ask
The Historical Context 101(1)
The Human Brain 102(8)
Key Brain Structures 102(7)
How a Message is Transmitted 109(1)
Brain Development in Young Children 110(6)
The Role of Activity in Brain Growth and 111(2)
Development
If You Don't Use It, You'll Lose It 113(1)
Novelty, Laughter, and Learning 114(1)
"Food" for Thought 115(1)
Hemispheric Specialization 116(14)
How the Hemispheres of the Brain Work 116(11)
Adaptability and Flexibility 127(1)
Important Considerations for Learning 128(2)
Cognitive Theory and the Human Brain 130(3)
Learning Is an Active Process 130(1)
Learning Is Non-linear 131(1)
Learning Is Multi-dimensional 131(1)
Learning Is Set Within a Social Context 132(1)
Learning Is Influenced by the Affective 132(1)
Domain
Learning Is Concerned with Cognition and 133(1)
Metacognition
Attention and the Brain 133(6)
Part II Creating The Road Map For Teaching & 139(156)
Learning
Chapter 5 Planning: The Itinerary 140(24)
Getting Started: The "How People Learn" 142(4)
Framework
Knowledge 142(2)
Students 144(1)
Communities 144(1)
Evidence 145(1)
Planning to Account for Knowledge, Student, 146(18)
Community, and Evidence
Getting Started 148(2)
Theme Planning 150(7)
Planning for Centres: Is It Necessary? 157(4)
Professional Planning 161(3)
Chapter 6 Starting With What You Have: 164(26)
Organizing Time, Space, and Materials
Starting with the School: Design Principles 166(1)
So What? Classroom Design 167(10)
Primary and Upper Elementary Classroom 168(4)
Organization: The Same or Different?
Matching Classroom Design and Teaching 172(1)
Philosophy
Classroom Decoration? Yours, Mine, and 173(1)
Ours
Storage: Things to Think About 174(3)
What Will You Do All Day? Thinking Through 177(13)
the Timetable
Biological Issues 177(1)
Subject and Division Issues 178(2)
Organizing Units 180(1)
Daily Schedules 180(3)
Time Management 183(2)
Managing Resources 185(1)
Centres in the Classroom 185(5)
Chapter 7 Strategies For Teaching: The 190(46)
Teacher's Tool Kit
Teaching Strategies 192(28)
Personal Attitude and Management Skills 192(4)
Classroom Management 196(8)
Questioning Skills 204(7)
Organization Strategies 211(5)
Cooperative Learning 216(4)
The Integrated Day Approach 220(16)
Rationale for Using the Integrated Day 221(1)
Plan Sheets: A Method of Planning, 222(11)
Implementing, Adjusting, and Tracking in
the Integrated Day
Benefits of the Integrated Day Approach 233(3)
Chapter 8 The Curriculum: Organizing Pieces 236(30)
of the Puzzle
Views of Curriculum 238(5)
Curriculum: A Contested Arena 243(6)
Curriculum Control in Canada 245(4)
Curriculum Development and Implementation 249(5)
Curriculum Mapping for the Classroom 250(2)
Teacher
Subject Matter: Does It Matter? (Or 252(2)
should there be content-free curriculum?)
A Current Curriculum Issue: Does One Size 254(1)
Fit All?
Student Engagement and Alternative 254(12)
Curriculum Approaches
Problem- or Project-based Learning 256(3)
Integration Across the Curriculum 259(2)
Curriculum Orientation 261(5)
Chapter 9 Assessment And Evaluation: The 266(29)
Glass is Half Full
Assessment: The Context of Public 268(9)
Accountability
Principles of Authentic Accountability 270(2)
Testing, Testing, and More Testing: 272(2)
Children, Tests, and Teacher Expectations
Evaluation and Assessment: The Same or 274(2)
Different?
Authentic Assessment: What Is It? 276(1)
Strategies for Assessment 277(13)
Data, Data, and More Data: Answering the 290(2)
"So What?" Question
Teacher Performance Appraisals 292(3)
Part III Enhancing Children's Thinking 295(56)
Chapter 10 Adjusting The Program: One Size 296(28)
Does Not Fit All
What is Diversity? 298(22)
Cultural and Linguistic Diversity 299(1)
Maintaining and Fostering Socio-cultural 300(3)
Awareness
Multiliteracy Pedagogy: An Overview 303(1)
Valuing Cultural and Linguistic Diversity 304(1)
Another Form of Diversity:
The Special Needs Student 305(9)
Inclusive Pedagogy 314(6)
Diversity, Engagement, and Student 320(4)
Achievement
Chapter 11 Enrichment: Letting the Genie Out 324(27)
of the Bottle
The Process of Thinking 326(2)
Creative Thinking 328(10)
Creativity and the Arts 330(1)
How Teachers Can Foster Creativity 330(8)
Critical Thinking 338(2)
Problem Solving 340(1)
Encouraging Thinking & Promoting 341(5)
Metacognition
How Teachers Can Facilitate Metacognition 342(1)
The Importance of Thinking Skills 343(2)
Thinking Skills Revisits Questioning 345(1)
Graphic Organizers 346(6)
Mind Mapping 346(1)
Making Connections 347(4)
Part IV Looking At The Big Picture 351(56)
Chapter 12 Establishing Balance: Putting It 352(30)
Together
Begin at the Beginning: What Makes a Good 354(3)
Teacher
Becoming a Co-Learner: Assuming a 357(12)
Critically Reflective Stance
A Learning Community: What Is It? 359(4)
Action Research as a Means to Understand 363(6)
Teaching
Parents, Teachers, and Schools: Partners? 369(8)
Getting to Know Parents: What to Do? 372(3)
Preparing to Meet Parents: First 375(2)
Impressions Matter
Understanding Performance Appraisal: 377(2)
Teacher Evaluation
Self Evaluation 379(1)
The Creation of the Context for Sharing: No 379(3)
More Boundaries
Chapter 13 Closing Thoughts: "This Way to the 382(25)
Egress!"
Alphabet Soup... The 3 Rs 384(2)
What is Effective Teaching? 386(13)
Professional Learning Communities 388(1)
Learning with Colleagues 389(4)
Benefits of Participation in a 393(2)
Professional Learning Community
Moral Development 395(2)
Character Education 397(2)
The Only Constant is Change 399(8)
Educational Reform and Leadership 400(1)
Initiatives in Teacher Education 401(2)
The ABC's of Beginning Teaching 403(3)
Appendix 13A 406(1)
Glossary 407(3)
References 410(9)
List of Websites 419(6)
Photo Credits 425(1)
Index 426