A holistic approach to foreign language teaching and learning
Author: Ulrike Sievers
Publisher: BoD – Books on Demand
Category: Language Arts & Disciplines
There are many books on foreign language teaching - this book is different because it focuses on the learner and the learning process. It starts from the social nature of interactive learning and locates learning in a community of learners, one of whom is the teacher. The conditions for lasting learning in the foreign language are the basis for the teaching methods. These aim to provide a rich and shared learning context, offer individualised support and scaffolding for learning and make the language the medium for learning what learners are interested in as developing persons. It makes teachers into reflective researchers of their practice, thus ensuring that teaching is an art, a craft and a science. The best learning occurs when teachers can read the effects of their teaching on the learning behaviour of the pupils and are able to adapt their approach to be inclusive of all learning types. The approach carefully developed in this book, takes foreign language teaching and learning to a new level. Without losing touch with its origins in Waldorf pedagogy, it also draws on contemporary learning theory. Above all it is an authentic account of the learning journey of a committed and caring teacher.
Every preschool, kindergarten, and primary teacher should have SUPPORTING PLAY IN EARLY CHILDHOOD: ENVIRONMENT, CURRICULUM, ASSESSMENT, 3rd Edition, in their personal library. Readable yet thorough, this book and supporting materials provide a comprehensive approach to designing, implementing, and evaluating play-based programs for young children. The first two chapters situate play in the context of historical and current theory while providing information about the role of play in the growth and development of the child. Current topics such as connections to neurological research, culture and diversity, play for children with special needs, outdoor learning settings, STEM, Reggio Emilia, and the importance of interactions with adults are addressed. Symbols throughout the text show the alignment of the content with NAEYC and CEC/DEC standards. Sample lesson plans are in the appendix. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Effective Classroom Practices To Transform Education
Publisher: OECD Publishing
Teachers are the most important school-related factor influencing student learning. Teachers can help level the playing field and provide opportunities for success to all their students. They can inspire students to innovate; to think and reflect and to work in collaboration with others.
Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for early years practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. Readings for Reflective Teaching in Early Education, the core text, Reflective Teaching in Early Education, and the website, provide a fully integrated set of resources promoting the expertise of early years professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.