This book develops a general theory of autonomous teaching by examining a mysterious educational idea: the teachable moment. By formulating an understanding of the teachable moment as predicated upon ‘educational energy,’ this book takes up John Dewey’s view of teaching to articulate a law-like, scientifically oriented pedagogical theory. By offering a testable hypothesis about effective teaching through an innovative reading of Dewey’s law, this book also provides insights into changes in school practice and schooling policy consonant with an understanding of teaching as a science.

Employ cognitive theory in the classroom every day Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: How does one become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.

A recognized leader in the field of neocognitive psychology presents an innovative approach to teaching and learning. Stewart believes that positive change in the quality of education can only occur when teachers are in the mood to teach and students are in the mood to learn. With this book, she show teachers how to cultivate an atmosphere conducive to learning and achievement.

How do we understand what curriculum 'is' and 'does' for both learners and teachers? Using actual field-based vignettes, this book introduces teachable moment-oriented, emergent-oriented, and negotiation-oriented curricula practices, and explores how, while the three curricula notions are distinctively different from one another, they are simultaneously interconnected. Teachable Moments is a valuable resource for teachers at all levels. In addition, this is a book for senior undergraduate- and graduate-level early childhood curriculum courses, as well as graduate students and faculty who are interested in studying contemporary postmodern curricula discourses.

Teachable Moments will look at various pieces of the vocation of what it means to be a teacher in our school buildings today - through all of the most impactful reforms on the fabric of American education. As administrators, we see the push for the need to create data tables and pie charts in an attempt to make conclusions about improving instructional practices to encourage student performance. Some things - many moments - cannot be quantified, however. So, where do we begin? There is absolutely no singular starting point, but the experience of the teaching practitioner is vast, and goes far beyond that which can be measured numerically. Our vocation, and its many ups and downs, often cannot be assigned a neat number. This book will examine the ways in which school districts approach these educational changes, through the lens of the teacher. From one-on-one teacher interactions with each other, to those memorable moments with students, this book will be a collection of rich essays that capture the experience of the newer teacher.

Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description

If you need to know "what comes after the teambuilding activity?" this book is for you!