Problem Solving Comprehension

Author: Arthur Whimbey
Publisher: Routledge
ISBN: 1135706174
Size: 31.88 MB
Format: PDF, ePub
View: 288
This popular book shows students how to increase their power to analyze problems and to comprehend what they read. First, it outlines and illustrates the method that good problem solvers use in attacking complex ideas. Then, it provides practice in applying these methods to a variety of comprehension and reasoning questions. Books on the improvement of thinking processes have tended to be complicated and less than useful, but the authors of this renowned text emphasize a simple but effective approach. The "Whimbey Method" of teaching problem solving is now recognized as an invaluable means of teaching people to think. Problems are followed by their solutions, presented in easy-to-follow steps. This feature permits students to work without supervision, outside the classroom. As students work through the book they will see a steady improvement in their analytical thinking skills, and will develop confidence in their ability to solve problems--on tests; in academic courses; and in any occupations that involve analyzing, untangling, or comprehending knotty ideas. By helping students to become better problem solvers, this book can assist students in achieving higher scores on tests commonly used for college and job selection, such as: * Scholastic Aptitude Test (SAT) * Graduate Record Examination (GRE) * ACT Work Keys * Terra Nova * Law School Admission Test (LSAT) * Wonderlic Personnel Test * United States Employment Service General Aptitude Test Battery * Civil Service Examination New in the 6th edition: A totally new chapter--"Meeting Academic and Workplace Standards: How This Book Can Help"--describes changes in the educational system in the past 20 years and shows how the techniques taught in this book relate to the new educational standards and tests. Changes throughout the book reflect current educational and social realities: the names of some characters have been changed to represent more accurately the cross-section of students attending today's schools; dates in some problems have been changed; in other problems the technology referred to has been updated.

Education And Learning To Think

Author: Lauren B. Resnick
Publisher: National Academies
Size: 51.83 MB
Format: PDF
View: 624
Committee on Mathematics, Science and Technology Education, Commission on Behavioral and Social Sciences and Education, National Research Council.

Writing Across The Curriculum

Author: Susan H. McLeod
Publisher: Sage Publications, Inc
ISBN: 9780803946002
Size: 46.83 MB
Format: PDF, Mobi
View: 7017
"Now there is another excellent resource for those academicians seeking to nurture writing across the curriculum programs on their campuses: Susan H. McLeod and Margot Soven's detailed guide Writing Across the Curriculum. Indeed, even those directors whose programs are underway will find both interesting ways to expand their efforts and sound advice about pitfalls to avoid. . . . All readers will find user-friendly advice for program development in each chapter. . . . Deserves a place on the shelves of most writing across the curriculum program directors and college administrators." --The Modern Language Journal "In achieving its aims this book is very successful. . . . One reason for its success is that it is indeed a book, a sort of collaboratively written monograph, rather than a loose collection of separate essays. The editors have succeeded in inducing an impressive roster of knowledgeable authorities in the field to write chapters that together make up a coherent 'how to do it' volume, a volume that speaks with one clear, authoritative voice to the needs of university leaders. . . . The first three chapters offer very practical guidance for launching a WAC program successfully. . . . Everything that a school needs to develop a mature and successful WAC program is detailed in this relatively brief volume. . . . One reason the volume is so successful is that the chapters are so consistent." --Composition Chronicle "This book is . . . an indispensable tool for new WAC directors/creators; however, the collection delivers more than its title promises, providing not only a 'guide to developing programs' but also a wealth of information and some important reminders for seasoned WAC directors. . . . They have created a collection that includes a coherent philosophy of WAC, one based on respect for the expertise of faculty in disciplines other than English. . . . Barbara Walvoord's excellent essay, 'Getting Started' (arguably the most important piece in the collection, certainly the most often cited by the editors and other writers), describes a conversation-based philosophy of WAC with which many other writers in the collection clearly agree. . . . This collection brims over with practical help on a wide range of problems confronting any WAC administrator. . . . This collection includes several pieces to refresh old news and more familiar pieces to remind us that the challenges WAC programs face often create the best possibilities for program innovation and educational reform." --WPA: Writing Program Administration How can institutions develop and sustain writing across the curriculum (WAC) programs? This volume, written for faculty and administrators alike, answers that question. Chapters written by some of the foremost WAC directors and consultants in the country discuss how to get started, how to run WAC workshops, what role administrators can play, and how WAC can be integrated into the university curriculum. Also, there are pertinent chapters on developing permanent institutional support for WAC. Writing Across the Curriculum gives details about resources successful WAC programs need--coordinators, faculty who participate in workshops and seminars, support systems such as peer tutoring or writing centers, and models of institution-specific curricular elements. The book assumes that WAC directors are learners, as well as facilitators of learning, as they expand the definition of "good" writing through discussion with others throughout the disciplines.

Learning From Textbooks

Author: Bruce K. Britton
Publisher: Routledge
ISBN: 1136469680
Size: 64.27 MB
Format: PDF, Docs
View: 5060
It is surprising that there is so little research on textbooks, given their centrality to teaching and learning in elementary and secondary schools. Textbooks have become a focus of political and cultural controversy, advocating a multicultural curriculum that has sparked some vigorous protests. Research is absent in this debate; therefore, questions of legitimate knowledge, the role of textbooks, textbook design, policy selection issues, and economic issues concerning the marketplace are not part of the current debate. Without insights of research on considerate text, mentioning, illustrations and so forth, the current controversy will result in publishers responding to demands for more content not less; thus, textbooks will become compendia of information that on the surface satisfy everyone. This volume demonstrates how research on important issues relative to textbook design can advance our knowledge about what makes textbooks effective learning tools, and thus inform policymakers, publishers, and those involved in textbook selection. Representing pure and applied approaches, researchers present papers on the quality of writing, the role of questions, the role of pictures and illustrations, and the role of auxiliary materials in the design of effective textbooks. The chapters provide insight into research and its application to textbook design and improvement -- stimulating others to follow this lead.

A Handbook For Teaching And Learning In Higher Education

Author: Heather Fry
Publisher: Routledge
ISBN: 1317650220
Size: 60.59 MB
Format: PDF, Docs
View: 3641
This entirely new edition of a very successful book focuses on developing professional academic skills for supporting and supervising student learning and effective teaching. It is built on the premise that the roles of those who teach in higher education are complex and multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research, scholarship, and academic management. The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention. Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher. Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain. Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry. Written to support the excellence in teaching and learning design required to bring about student learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as those experienced lecturers who wish to improve their teaching practice. Those working in adult learning and educational development will also find the book to be a particularly useful resource. In addition it will appeal to staff who support learning and teaching in various other roles.

Education For Life And Work

Author: Committee on Defining Deeper Learning and 21st Century Skills
Publisher: National Academies Press
ISBN: 030925650X
Size: 13.88 MB
Format: PDF, ePub, Docs
View: 5913
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

The Art And Science Of Teaching

Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416605711
Size: 76.12 MB
Format: PDF
View: 2572
The popular author of Classroom Instruction That Works discusses 10 questions that can help teachers sharpen their craft and do what really works for the particular students in their classroom.

Mathematical Problem Solving

Publisher: Elsevier
ISBN: 1483295486
Size: 64.44 MB
Format: PDF, ePub, Docs
View: 2937
This book is addressed to people with research interests in the nature of mathematical thinking at any level, to people with an interest in "higher-order thinking skills" in any domain, and to all mathematics teachers. The focal point of the book is a framework for the analysis of complex problem-solving behavior. That framework is presented in Part One, which consists of Chapters 1 through 5. It describes four qualitatively different aspects of complex intellectual activity: cognitive resources, the body of facts and procedures at one's disposal; heuristics, "rules of thumb" for making progress in difficult situations; control, having to do with the efficiency with which individuals utilize the knowledge at their disposal; and belief systems, one's perspectives regarding the nature of a discipline and how one goes about working in it. Part Two of the book, consisting of Chapters 6 through 10, presents a series of empirical studies that flesh out the analytical framework. These studies document the ways that competent problem solvers make the most of the knowledge at their disposal. They include observations of students, indicating some typical roadblocks to success. Data taken from students before and after a series of intensive problem-solving courses document the kinds of learning that can result from carefully designed instruction. Finally, observations made in typical high school classrooms serve to indicate some of the sources of students' (often counterproductive) mathematical behavior.