Experiential Learning
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- Beginning with Ourselves in Practice, Theory and Human Affairs by An invitation to helping professionals to become more aware of your personal psychological beliefs and understandings, and to bring this knowledge to bear on your life and work.Call Number: JFM Main BF318.5. H86 1987ISBN: 0914797336Publication Date: 1987-03-01
Cognition, Education, and Multimedia by
Computers have become a topic of concern, debate, argument, dogmatism, and inquiry among a variety of people who are interested in the fate and effectiveness of the educational system. This book presents working hypotheses of ways in which computers may fit into and/or transform classroom education. Through the exploration of learning and cognitive theory as it infuses technological developments, this volume promises to illuminate a number of important issues, including experiential learning and nontraditional computer-based instruction.
Call Number: JFM Main LB1028.5 .C5258 1990ISBN: 9780805800364Publication Date: 1990-11-01- Conceptualising Reflection in Teacher Development by Reflection has become widely recognized as a crucial element in the professional growth of teachers. Terms such as reflective teaching enquiry-orientated teacher education, teachers as researchers and reflective practitioner have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny.Call Number: JFM Main LB1775 .C728 1992ISBN: 0750701234Publication Date: 1993-03-01
Educating the Reflective Practitioner by
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
Call Number: JFM Main LC1059 .S45 1990ISBN: 1555422209Publication Date: 1990-02-15- Experiential Learning byCall Number: JFM Main LB2381 .K43ISBN: 0875892779Publication Date: 1976-01-01
Informal Learning in the Workplace by This volume critically examines definitions of informal learning, focusing on its application in a variety of workplace contexts. Informal learning has become an important issue as post-industrial workplaces seek to harness its productive potential. The book features: theories of informal learning; the unmasking of contemporary corporate rhetoric; the implications for accounts of workplace learning of poststructuralist and postmodern perspectives; case studies based on interviews with practising managers and HRM practitioners; and a glossary of key concepts and issues.
Call Number: JFM Main HF5549.5 .T7 G344 1998ISBN: 9780415185271Publication Date: 1998-10-15
Leadership Games by
Leadership Games presents twenty-five practical, inexpensive experimental activities designed to be used in various leadership training and development programmes.This book centers on those areas of primary concern to todays managers, team leadership, risking innovation, fostering collaboration, managing conflict, and using diversity. The author has extensive experience both in the academic and consulting word (including being a past President of the Outward Bound program in Rockland, Maine).
Call Number: JFM Main HD57.7 K3 1999ISBN: 0761917217Publication Date: 1998-10-16- Learning from Experience byCall Number: JFM Main LB1051 .T652ISBN: 0231036728Publication Date: 1973-02-01
Learning in Social Action by
This book seeks to increase our understanding of those non-educational contexts and informal circumstances in which people learn. Adult educators, Professor Foley argues, ought not to neglect the importance of the incidental learning which can take place, in particular, when people become involved in voluntary organisations, social struggles, and political activity of every kind. In developing the argument that such involvement can provide extraordinarily powerful learning opportunities, he uses case studies from the United States of America, Australia as well as Third World countries - Brazil and Zimbabwe - and embracing very diverse environmental, women's, worker and political struggles. He is particularly interested in how involvement in social action can help people to unlearn dominant, oppressive ideologies and discourses and learn instead oppositional, liberatory ones, even if such processes of emancipatory learning are inevitably complex and contradictory. He relates these processes of informal learning in contested contexts to current thinking in adult education and points the way to a somewhat different, and more radical, agenda in adult education theory and practice. For adult educators, community workers and others working with socially engaged citizens, the insights and lessons of this book ought to be especially useful as they try to develop their own practice in such contexts.
Call Number: JFM Main LC5225 .L42 F650 1999ISBN: 9781856496841Publication Date: 1999-05-01
Managers Not MBAs by
The trouble with ""management"" education, says author Henry Mintzberg, is that it is business education, and leaves a distorted impression of management. In Managers Not MBAs, he offers a new definition of management as a blend of craft (experience), art (insight), and science (analysis). An education that overemphasizes science encourages a style of managing the author calls ""calculating,"" or if the graduates believe themselves to be artists, the related style ""heroic."" According to the book, neither heroes nor technocrats in positions of influence are useful - what's really needed are balanced, dedicated people who practice a style that can be called ""engaging."" Such people believe their purpose is to leave behind stronger organizations, not just higher share prices. Managers Not MBAs explains in detail how to cultivate such managers, and how they can transform the business world and, ultimately, society.
Call Number: JFM Main HD30.4 .M56 2004ISBN: 1576752755Publication Date: 2004-01-01- Mindful Learning by "Mindful Learning shows how successful teachers put caring into action to provide both personal support and instructional enrichment. Using this approach, teachers integrate efforts to care for students as people - the "affective" portion of the curriculum - with efforts to extend their understanding of content - the "academic" dimension of instruction." "Each chapter of Mindful Learning illustrates strategies that help students maximize academic learning and make better choices about behavior. These strategies combine what teachers have learned about how the "mind" works best with what researchers have learned about how teachers most effectively promote "learning." Mindful Learning incorporates Gardner's "Theory of Multiple Intelligences," Glaser's "Reality Therapy," and Goleman's "Emotional Intelligence." The result is a flexible framework that has proven successful in promoting achievement and self-discipline. Each chapter features classroom applications that are ready-to-teach as well as a summary of relevant research."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights ReservedCall Number: JFM Main LB1072 .S87 1997ISBN: 0890899320Publication Date: 1997-09-01
- Narrative Schooling byCall Number: JFM Main LB1027.23 .H67 1994ISBN: 9780807733332Publication Date: 1994-03-01
Principles and Practice of Informal Education by
This text is aimed at informal educators involved in youth work, community work, adult education and health promotion. The contributors explore the principles and practice of informal education and focus, in particular, on the notion of working with which is central to practice in this sector. The book argues for an approach which is relevant to a number of professional fields and which focuses on a way of working rather than upon a specific target group. Section one looks at the role of an educator and in particular in informal education and youth work settings. Section two studies what is meant by the term working with and what this involves. It looks at social, cultural and political contexts of education. Section three looks at the practical side of teaching, including the setting, programme planning, communication, activity-based work, one-to-one case work, formal group work, and managing the work load. Finally section four analyzes developing professional practice. Contributors discuss recording professional practice, the use of line management and supervision, and evaluation of work.
Call Number: JFM Main LC45.8 .G7 P75 2001ISBN: 0415216893Publication Date: 2001-10-12
Teaching for Experiential Lear by
This book describes how to change the way in which educators conduct business in the classroom. Our current educational systems lack ways to reach today's learners in relevant, meaningful ways. The five approaches in this book inspire and motivate students to learn.
Call Number: JFM Main LB 1027.23 W86 2010ISBN: 9781607093688Publication Date: 2009-12-16
Technology by
There is a current of frustration among many faculty members, based in on feeling pressured to produce distance education. Yet others suggest that there is no excuse to "not" use the new available tools. These educators find that using technology intelligently will almost certainly extend both reach and results. But those frustrated ones might agree that the reach is extended but aren't so certain about the results. Understanding that one of the goals of a liberal education is also to openly debate and defend cultural assumptions, perhaps we need to perhaps come to terms with the explosion of technology that promises to change our educational paradigm. Faculty must view themselves as learners, along with students, using the new technologies together in an exploration and analysis of the world and its meaning. This volume addresses the profound questions, and their implications, that stem from the tide of new technologies thrust into our lives. The narrative focuses on the educational arena, as it has become the emergent venue for conversations about technology. Rather than only dealing with instances of success or failure in classrooms, or contributing to theories about various applications of software and hardware, this book issue addresses technology, specifically the new computer technologies, as a new cultural symbol. These chapters should encourage participation in meaningful conversations about technology in general and how it effects affects education in particular. This is the 94th issue of the quarterly journal New Directions for Teaching and Learning.
Call Number: JFM Main LC5803 .T4 T42 2003ISBN: 0787969893Publication Date: 2003-07-26
Workshops by
Clarifying the fine art of workshop design and facilitation, this book - aimed particularly at social workers - is the ultimate guide to setting up and running a workshop.The authors' model takes account of experiential learning and individual learning styles. Numerous examples and exercises are provided.
Call Number: JFM Main LC6529 .B76 1999ISBN: 0761910204Publication Date: 1999-06-23
Active Learning
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101 Ways to Make Training Active by
Watch your training come alive with any of these 101 adaptable strategies! These proven, generic activities will enliven your sessions and deepen learning and retention--no matter what you're teaching. This active training field guide provides activities useful for: Immediately involving participants Promoting back-on-the-job application Facilitating team learning Reviewing program content Developing skills . . . and more! You'll also get 160 training tips about: obtaining participant expectations * regaining control of the group * making lectures active * forming groups . . . and more!
Call Number: JFM Folio LB1027.23 .S55 1995ISBN: 9780883904756Publication Date: 1995-06-08
Action Learning in Action by
Bringing together step-by-step guidance and the personal experience of frontline managers, this book shows how to create and implement action learning programmes in any organization. With solid advice and hands-on tools, it details the six elements of successful action learning programmes.
Call Number: JFM Main HD58.82 .M3698 1999ISBN: 089106124XPublication Date: 1999-01-12
Active Learning in the Digital Age Classroom by
This exciting new book shows you how to harness the amazing power of technology to enable and enhance active learning. Whether you are a technophobe or experienced tech user, you'll discover firsthand how information and communication technology (ICT) can help you empower learners, improve learning, and prepare students for the future.Whenever we as teachers undertake change in curriculum delivery or teaching methods, it is not a decision we make lightly. Heide and Henderson ensure that your transition is as smooth as possible and that every student will benefit. Their book addresses the many practical issues that accompany the use of ICT and provides answers to the most frequently asked questions, including: How do I get started?What equipment do I need?How can I arrange my classroom to facilitate student use?How can ICT and educational technologies make my classroom more student centered?How do I set up and control workstations?How can I individualize my program?What about assessment and evaluation?What is my role in this environment?Because the authors believe that effective classroom practices derive from carefully researched theories, they provide practical strategies based on both research and experience. These suggestions are meant to be motivators and starting points that you can adapt to your specific needs.
Call Number: JFM Folio LB1028.5 .H355 2001ISBN: 0325003920Publication Date: 2001-09-04
Affective Teaching by
In Affective Teaching, Lynne Rompelman extends the research on the affective domain by incorporating students' and teachers' voices regarding the nature of caring of teachers within an academic setting.
Call Number: JFM Main LB 1072 .R66 2002ISBN: 9780761822684Publication Date: 2002-05-14
Creating and Sustaining the Constructivist Classroom by
Marlowe and Page bring together constructivist theory and step-by-step guidance to make constructivism work in your classroom.
Call Number: JFM Main LB1590.3 M37 1998ISBN: 0803965885Publication Date: 1997-12-15
E-Learning Games by
For courses in Personal and Professional Development, Training and Development, Design of Instructional Software, Human Resource Development, and Skills Development. Based on principles of constructivism and grounded in instructional design theory, this book contains games, simulation exercises, experiential activities, and other active learning approaches that will guide its users as they create engaging, interactive web based courseware. E-Learning Games contains openers, closers, practice exercises, simulations, peer learning activities, and idea generators that will engage online learners from their first click--and keep them returning again and again.
Call Number: JFM Main LB1044.87 .I94 2005ISBN: 9780130979438Publication Date: 2004-05-25
Productive Group Work by
The benefits of collaborative learning are well documented--and yet, almost every teacher knows how group work can go wrong: restless students, unequal workloads, lack of accountability, and too little learning for all the effort involved. In this book, educators Nancy Frey, Douglas Fisher, and Sandi Everlove show you how to make all group work productive group work: with all students engaged in the academic content and with each other, building valuable social skills, consolidating and extending their knowledge, and increasing their readiness for independent learning. The key to getting the most out of group work is to match research-based principles of group work with practical action. Classroom examples across grade levels and disciplines illustrate how to * Create interdependence and positive interaction * Model and guide group work * Design challenging and engaging group tasks * Ensure group and individual accountability * Assess and monitor students' developing understanding (and show them how to do the same) * Foster essential interpersonal skills, such as thinking with clarity, listening, giving useful feedback, and considering different points of view. The authors also address the most frequently asked questions about group work, including the best ways to form groups, accommodate mixed readiness levels, and introduce collaborative learning routines into the classroom. Throughout, they build a case that productive group work is both an essential part of a gradual release of responsibility instructional model and a necessary part of good teaching practice.
Call Number: JFM Main LB1032 .F78 2009ISBN: 9781416608837Publication Date: 2009-11-01
Strategies for Teaching Differently by
This practical, step-by-step teaching approach provides the keys to transforming your classroom from teacher-focused to student-focused.
Call Number: JFM Main LB1027.23 W35 1998ISBN: 0803967365Publication Date: 1998-08-24
Teaching Writing to Visual, Auditory, and Kinesthetic Learners by
This resource offers differentiated teaching techniques and sample lessons for writing and thinking skills that emphasize fluency, artistry, walkabout strategies, pattern and rhythm, and more!
Call Number: JFM Main LB1575.8 W37 2006ISBN: 9781412925198Publication Date: 2006-02-24
Transforming Teaching and Learning with Active and Dramatic Approaches by
A CHOICE Outstanding Academic Title 2014! How can teachers transform classroom teaching and learning by making pedagogy more socially and culturally responsive, more relevant to students' lives, and more collaborative? How can they engage disaffected students in learning and at the same time promote deep understanding though high-quality teaching that goes beyond test preparation? This text for prospective and practicing teachers introduces engaging, innovative pedagogy for putting active and dramatic approaches to learning and teaching into action. Written in an accessible, conversational, and refreshingly honest style by a teacher and professor with over 30 years' experience, it features real examples of preschool, elementary, middle, and high school teachers working in actual classrooms in diverse settings. Their tales explore not only how, but also why, they have changed the way they teach. Photographs and stories of their classroom practice, along with summarizing charts of principles and strategies, both illuminate the critical, cross-curricular, and inquiry-based conceptual framework Edmiston develops and provide rich examples and straightforward guidelines that can support readers as they experiment with using active and dramatic approaches to dialogue, inquiry, building community, planning for exploration, and authentic assessment in their own classrooms.
Call Number: JFM Main LB1027.23 .E34 2014ISBN: 9780415530989Publication Date: 2013-09-16
