xv pages, 431 unnumbered pages : illustrations, portraits ; 24 cm
Notes:
Includes bibliographical references (pages 410-418) and index
Contents:
Machine generated contents note: chapter 1 Learning and Teaching: Charting the Course The Shift from Behaviourism to Cognitivism to Constructivism Cognitive Development Off to School The Importance of Experience in Cognitive Development Key Aspects of Cognitive Development Major Theorists John Dewey Jean Piaget Piaget's Stages of Cognitive Development Social Cognition and Social Constructivism Lev Vygotsky The Theory of Multiple Intelligences Howard Gardner Emotional Development Erik H. Erikson Daniel Goleman Physical Development Physical Development in Younger Children Physical Development in the Primary Grades Physical Development in the Junior and Intermediate Grades chapter 2 Constructivism: Making Connections, Risk-Taking, and Other Sundry Bits What is Constructivism? Bruner Thinks About Thinking How Children Construct Knowledge Principles of Constructivist Theory Educating the Whole Child Examining the 3 Cs: A Rationale for Teaching the Whole Child Incorporating Students' Interests into Learning The Reggio Emilia Approach Setting the Stage for Using Prediction: Adaptation Revisited Adaptation in Action: The Prediction Learning Cycle Summary of How the Prediction Learning Process Works The Importance of Risk-taking The Serious Business of Play Key Characteristics of Play Play: Is It A Valuable and Viable Part of Learning? How Children Use Play Play and Older Students Piaget's Stages Revisited Organizing the Constructivist Classroom and the Role of the Teacher in Constructivism chapter 3 Autonomy: A Self-Starter is Born Invitational Learning Autonomy Moral Autonomy ("Free will") Intellectual Autonomy ("Free choice") Practical Applications of Autonomous Teaching Autonomy and Play Self-concept and Self-esteem Self-esteem Creating an Atmosphere for Learning ch. 4 The Brain In A Plain Brown Wrapper: Everything You Ever Wanted to Know About the Brain and Might Be Afraid to Ask The Historical Context The Human Brain Key Brain Structures How a Message is Transmitted Brain Development in Young Children The Role of Activity in Brain Growth and Development If You Don't Use It, You'll Lose It Novelty, Laughter, and Learning "Food" for Thought Hemispheric Specialization How the Hemispheres of the Brain Work Adaptability and Flexibility Important Considerations for Learning Cognitive Theory and the Human Brain Learning Is an Active Process Learning Is Non-linear Learning Is Multi-dimensional Learning Is Set Within a Social Context Learning Is Influenced by the Affective Domain Learning Is Concerned with Cognition and Metacognition Attention and the Brain ch. 5 Planning: The Itinerary Getting Started: The "How People Learn" Framework Knowledge Students Communities Evidence Planning to Account for Knowledge, Student, Community, and Evidence Getting Started Theme Planning Planning for Centres: Is It Necessary? Professional Planning ch. 6 Starting With What You Have: Organizing Time, Space, and Materials Starting with the School: Design Principles So What? Classroom Design Primary and Upper Elementary Classroom Organization: The Same or Different? Matching Classroom Design and Teaching Philosophy Classroom Decoration? Yours, Mine, and Ours Storage: Things to Think About What Will You Do All Day? Thinking Through the Timetable Biological Issues Subject and Division Issues Organizing Units Daily Schedules Time Management Managing Resources Centres in the Classroom ch. 7 Strategies For Teaching: The Teacher's Tool Kit Teaching Strategies Personal Attitude and Management Skills Classroom Management Questioning Skills Organization Strategies Cooperative Learning The Integrated Day Approach Rationale for Using the Integrated Day
