The Eighty-Fourth Yearbook of the National Society for the Study of Education, Part II

Across Canada, teachers unfamiliar with Aboriginal approaches to learning are seeking ways to respectfully weave Aboriginal content into their lessons. This book introduces an indigenist approach to education. It recounts how pre-service teachers immersed in a crosscultural course in British Columbia began to practise Indigenous ways of knowing. Working alongside Indigenous wisdom keepers, they transformed earth fibres into a mural and, in the process, their own ideas about learning and teaching. By revealing how they worked to integrate Indigenous ways of knowing into their practice, this book opens a path for teachers to nurture indigenist crosscultural understanding in their classrooms.

This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.

This volume challenges the dominant paradigm of how knowledge is typically constructed and shared in adult education settings by focusing on ways in which adult educators can expand learning opportunities and experiences for their learners. Chapter contributors include actors, musicians, photographers, storytellers, and poets, all of who also happen to be adult educators. In each chapter, the author describes how one or more forms of artistic expression were used to promote learning in formal or informal adult education settings. In each case, the purpose of education was not to teach art (that is, not to develop expertise in acting, poetry writing, or creating great works of art). Art appeals universally to us all and and has the capacity to bridge cultural differences. Art can also foster individual and social transformation, promoting dialogue and deepening awareness of ourselves and the world around us. This volume is an essential resource for adult educators interested in artistic expression as an teaching tool. This is the 107th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education.

A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: • Why sometimes letting your mind wander is an important part of the learning process • How to avoid "rut think" in order to think outside the box • Why having a poor memory can be a good thing • The value of metaphors in developing understanding • A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.