000 06234cam a2200589Mi 4500
001 9780429323058
003 FlBoTFG
005 20210906121107.0
006 m d
007 cr cnu---unuuu
008 190914s2019 xx o 000 0 eng d
040 _aOCoLC-P
_beng
_erda
_cOCoLC-P
020 _a9781000617443
020 _a1000617440
020 _a9780429323058
_q(electronic bk.)
020 _a0429323050
_q(electronic bk.)
020 _a9781000627428
_q(electronic bk. : EPUB)
020 _a100062742X
_q(electronic bk. : EPUB)
020 _a9781000622430
_q(electronic bk. : Mobipocket)
020 _a1000622436
_q(electronic bk. : Mobipocket)
035 _a(OCoLC)1119628285
035 _a(OCoLC-P)1119628285
050 4 _aLB1066
072 7 _aEDU
_x046000
_2bisacsh
072 7 _aEDU
_x029000
_2bisacsh
072 7 _aJNT
_2bicssc
082 0 4 _a370.1523
_223
245 0 0 _aDeeper Learning, Dialogic Learning, and Critical Thinking
_h[electronic resource] :
_bResearch-Based Strategies for the Classroom.
260 _aMilton :
_bRoutledge,
_c2019.
300 _a1 online resource (387 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
500 _aDescription based upon print version of record.
505 0 _aCover; Endorsements; Half Title; Title Page; Copyright Page; Dedication; Contents; Acknowledgements; List of contributors; Introduction: Establishing a case for sharing research-based instructional strategies; Part 1: Structuring dialogue; 1. The Playground of Ideas: Developing a structured approach to the Community of Inquiry for young children; 2. The Thinking Together approach to dialogic teaching; 3. Compare and Discuss to promote deeper learning; Part 2: Facilitating meaning construction; 4. Refining student thinking through scientific theory building
505 8 _a5. Extending students' communicative repertoires: A culture of inquiry perspective for reflexive learning6. Transforming classroom discourse as a resource for learning: Adapting interactional ethnography for teaching and learning; Part 3: Cultivating questioning; 7. Question Based Instruction (QBI) promotes learners' abilities to ask more questions and express opinions during group discussions; 8. AugmentedWorld: A location-based question-generating platform as a means of promoting 21st-century skills; 9. Effective ways to prepare for deeper learning of history
505 8 _aPart 4: Promoting engagement and reflection10. "Laughter is the best medicine": Pedagogies of humor and joy that support critical thinking and communicative competence; 11. Improving college students' critical thinking through the use of a story tool for self-regulated learning training; 12. Debugging as a context for fostering reflection on critical thinking and emotion; Part 5: Training specific competencies; 13. Showing what it looks like: Teaching students to use diagrams in problem solving, communication, and thinking
505 8 _a14. Class design for developing presentation skills for graduate research students15. Online written argumentation: Internal dialogic features and classroom instruction; 16. Cultivating pre-service and in-service teachers' abilities to deepen understanding and promote learning strategy use in pupils; Part 6: Program/course teaching; 17. Cultivation of a critical thinking disposition and inquiry skills among high school students; 18. Using task-based language teaching in the second language classroom: Developing global communication competencies
500 _a19. Collective reasoning in elementary engineering educationIndex
520 _aDeeper learning, dialogic learning, and critical thinking are essential capabilities in the 21st-century environments we now operate. Apart from being important in themselves, they are also crucial in enabling the acquisition of many other 21st-century skills/capabilities such as problem solving, collaborative learning, innovation, information and media literacy, and so on. However, the majority of teachers in schools and instructors in higher education are inadequately prepared for the task of promoting deeper learning, dialogic learning, and critical thinking in their students. This is despite the fact that there are educational researchers who are developing and evaluating strategies for such promotion. The problem is bridging the gap between the educational researchers' work and what gets conveyed to teachers and instructors as evidence-based, usable strategies. This book addresses that gap: in it, leading scholars from around the world describe strategies they have developed for successfully cultivating students' capabilities for deeper learning and transfer of what they learn, dialogic learning and effective communication, and critical thought. They explore connections in the promotion of these capabilities, and they provide, in accessible form, research evidence demonstrating the efficacy of the strategies. They also discuss answers to the questions of how and why the strategies work. A seminal resource, this book creates tangible links between innovative educational research and classroom teaching practices to address the all-important question of how we can realize our ideals for education in the 21st century. It is a must read for pre-service and in-service teachers, teacher educators and professional developers, and educational researchers who truly care that we deliver education that will prepare and serve students for life.
588 _aOCLC-licensed vendor bibliographic record.
650 7 _aEDUCATION / Professional Development
_2bisacsh
_924017
650 7 _aEDUCATION / Teaching Methods & Materials / General
_2bisacsh
_924018
650 0 _aLearning strategies
_xStudy and teaching.
_917585
650 0 _aCritical thinking
_xStudy and teaching.
_917586
650 0 _aCommunication in education.
_92572
650 0 _aEducational innovations.
700 1 _aManalo, Emmanuel.
_917589
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9780429323058
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
942 _cEBK
999 _c3630
_d3630