Thinking About Teaching and Learning: Developing Habits of Learning with First Year College and University Students - Softcover

Leamnson, Robert

Softcover

ISBN 10: 1579220134 ISBN 13: 9781579220136

Publisher: Routledge, 1999

Synopsis

This study of how people learn builds on the insights offered by recent discoveries about the biological basis of learning and on the author's thought-provoking definitions of teaching, learning and education. It considers the practical details that most interest teachers - the things that make or break teaching. It provides teachers with a map to develop their own teaching philosophy, and with effective nuts-and-bolts teaching advice. The approach is particularly valuable to mentors and lecturers facing students at the start of their teacher preparation. And it will equip beginning teachers with habits and skills that will facilitate their lifelong learning. Most of all, it will be of enormous help to anyone teaching any discipline at college or university.

About this title

Review:

Here at Ball State, we conducted a week-long Core Curriculum Institute with 54 faculty members who teach core (i.e. general education) classes. Each participant was provided with a copy of 'Thinking about Teaching and Learning.' I wanted to drop you a note to let you know how much I appreciated your book. Anyone who reads it has to seriously re-examine how he/she teaches, even courses for students beyond freshman year. As a professor who attempts to engage students in a variety of ways, your insights were extremely valuable. Thank you for providing the distinction between taking notes, and making notes. I have intuitively resisted the temptation to provide detailed hand-outs, but could never adequately explain my reluctance. Your explanation helps me tremendously. I just thought you might like to know how your text was used here this summer. --Dom Caristi, Associate Professor, Dept. of Telecommunication, Ball State University

We have been using Thinking About Teaching and Learning at BYU in connection with a large-scale freshman year initiative. The program, consisting basically of multiple learning communities, involves some 22 academic departments and 120 faculty members who serve 1750 freshmen (about 40% of BYU's entering freshman class) each fall semester. We are providing a copy of this book for each faculty member, as well as for several academic support and university administration officers. The ideas, practices and recommendations are first-rate; we appreciate (the) work in putting the volume together. (It is) particularly good, in my judgment, in helping faculty distinguish between the 'game' syndrome and genuinely mindful learning. --Clark Webb, BYU

This book is for teachers of first-year students. Although many of its themes are standard, it is well worth reading for its wisdom, unusual perspective, and refreshing style. These qualities reflect the author's personality and his background as a biologist and a very experienced teacher at both secondary and tertiary levels. A strong appeal is the author's delightful style, and his memorable imagery and anecdotes. I recommend this thought-provoking and enjoyable book to anyone involved in teaching first-year students."-Educational Developments "While this book is essentially a study of pedagogy, it is not in the least dry or intimidating. It flows wonderfully and is written with humour and compassion...This book is highly recommended for experts and novices alike. It has practical ideas for classroom techniques, balanced by thoughtful, well-researched ideas about the nature of teaching. For anyone who teaches in a classroom, this is a quick and enlightening read. --Nursing Education Perspectives

Synopsis:

Written by an author who combines the disciplines of biology and education to show how people learn and how knowing this can help teachers to teach effectively. This book deals with teaching based on new biological understandings about how the brain assimilates new knowledge and deals with what teachers most need to know, that is, how to teach so successfully that classroom discipline ceases to be an issue. This book is intended to help students to develop habits and skills that will make learning easier. The author describes how a philosophy of teaching develops and why it's important to have one;learning as brain change rather than brain use;language and the questionable utility of unexpressed ideas; first-year students - their culture, motivation and preparation; how the way we teach affects the way students learn; what students are really doing in the classroom; writing and other technologies, old and new. He is alert to the psychology of students, understands and has experiences the frustrations teachers feel when students ingeniously elude their teachers' loftiest goals and strategies. Most important, Robert Leamnson has good advice about how to cope with the challenge.

About this edition

• Publisher: Routledge
• Publication date: 1999
• ISBN 10: 1579220134
• ISBN 13: 9781579220136
• Binding: Paperback
• Edition number: 1
• Number of pages: 182