Libros de Pedagogía, página 3 de 1438

Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important.Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed.There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning:- That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person.- That the job of feedback is complete with the imparting of performance-related information.- That a generic model of best-practice feedback can be applied to all learners and all learning situationsIt seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.

El miedo es una emoción con componentes cognitivos, fisiológicos y comportamentales que puede aparecer en respuesta a una situación de peligro real o imaginario. El miedo cumple una función adaptativa y es necesario filogeneticamente para la supervivencia

Esta obra está dirigida a todas las personas interesadas en la adquisición y desarrollo del lenguaje, tanto maestros implicados en la prevención y estimulación del lenguaje en el marco escolar, como a los logopedas que intervienen en las diversas patologias del lenguaje: trastornos fonologicos, retrasos del habla y del lenguaje, trastornos especificos del lenguaje, asi como problemas del lenguaje derivados de un deficit auditivo, con la ayuda de audifonos o bien de implante coclear. La obra proporciona una amplia gama de ejercicios para trabajar 10 habilidades distintas de la percepcion auditiva del habla y del lenguaje. Los profesionales encontraran en esta obra una ayuda inestimable para su trabajo diario. En concreto, sera especialmente util para los maestros de educacion infantil y primer ciclo de primaria. La presentacion por separado de ejercicios para las diferentes habilidades les permitira seleccionar aquellos que consideren mas convenientes y susceptibles para trabajar en el gran grupo del aula ordinaria.

The need to engage students is a common theme within higher education. However, the exact meaning of engagement is itself more nebulous.Engagement may be thought of as how much effort and active learning students make with their studies.There are some approaches to categorising and measuring engagement that can be helpful when planning teaching and learning and the supporting activities. The opportunity to monitor attendance, attempts at formative work and accessing course materials offered by computer based and supported learning environments provides new opportunities to measure engagement.This book discusses leadership practices, perspectives and the impact of technology on student engagement in schools.

Application boxes, graphic organizers, and Internet references are new to this seventh edition of a text for pre- and in-service teachers. The text features numerous real-life examples of classroom management principles for use in kindergarten through 12th grade. Focus is on creating positive learning environments, problem solving, and building individual behavior change plans. Vern Jones is professor of teacher education at Lewis & Clark College. Louise Jones teaches grade school. Annotation ©2003 Book News, Inc., Portland, OR

As Americas classrooms become more demographically diverse, educators must learn how to respond to the different needs and cultural styles of children who represent such diversity. Diversity Training for Classroom Teaching is a resource guide geared to help educators create classroom communities that respond to diversity. The learning activities presented in this volume define terminology, provide activities to raise self-awareness, include newspaper articles that illustrate the relevance of concepts, and allow for an overall dialogue about diverse issues.This book encourages readers to generate their own construction of effective multicultural education and learn how to adapt it across various student populations and educational problems. At the same time, learning activities encourage readers to respect and seek to understand the experiences and worldviews of different people and how these diverse realities influence what is meant by multicultural education.

MURALES OBSERVACIÓN Y EXPRESION MATERIAL AULA GENERAL