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37060 results in Cambridge Textbooks

Page 1441 of 1853

  • Foreword

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp vii-viii

  • Summary

    The adjective ‘sustainable’ is perhaps one of the most important words we can apply in the field of contemporary education. For more than fifty years I have argued strongly for the use of sustainable teaching practices that will bring about optimum and enduring learning in all our students. Underpinning my argument is a firm belief that sustainable learning can only be achieved through effective and sustainable teaching. In addition, sustainable learning can only be achieved if the school curriculum and the methods of instruction are compatible with, and relevant for, the culture and society in which the students grow as members. This book has addressed both these aspects in a very constructive and practical way.

    Sustainable learning is evident when students feel good and confident about the knowledge, skills, attitudes and values that they have acquired, and can apply them effectively and build upon them as they continue to learn across the life span. A particularly strong perspective that Lorraine, Jeanette and Anne have all presented here is that sustainable learning is essential for an individual’s future life in an everchanging world. They eloquently argue this point when they remind us in chapter 3 that students in our classrooms today will still be active and infl uential in the 2070s. For these students, and all others who come after them, sustainable learning is an essential attribute for adaptive living in the years ahead.

  • Chapter 7 - Teaching that matters

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 168-201

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • describe the kind of teaching that is effective for students in inclusive classrooms

  • understand the organisation and actions involved in differentiating instruction and making educational adjustments

  • define and discuss the 10 essential skills that guide differentiated instruction for teaching that matters

    • Big ideas

  • Teaching that matters recognises that although all learners have similar types of learning needs, every learner is different. These differences matter in terms of effective teaching.

  • Whole-school and classroom approaches should be coordinated to support the most effective teaching that matters.

  • Differentiated instruction can be implemented in a simple but systematic way.

  • Using pre-testing and post-testing to inform inclusive planning and differentiating instruction gives teachers more information to use in tailoring instruction.

  • Planning instruction is important because differentiation should be considered in terms of intended learning outcomes.

  • The simplicity principle means that differentiated instruction should occur only when necessary. It is important to maintain realistically high expectations for all students’ performance.

  • Evidence-based practices that underpin teaching provide ways in which to address problems in literacy, numeracy and other areas experienced by students with disabilities or learning difficulties.

    • Introduction

    Sustainable learning depends on teaching that matters. This chapter builds on the content of chapter 6 to focus on the differentiation of instruction in inclusive classrooms. With a growing evidence base of effective teaching practices available from websites like the What Works Clearinghouse (n.d.), the BES (Iterative Best Evidence Synthesis) Programme (Education Counts, n.d.) and Scootle (2014), teachers have an ever-expanding choice of effective strategies to utilise when learners need a different way to master a lesson’s learning intentions.

  • Chapter 2 - Learning processes

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 22-47

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • articulate an understanding of what learning is in the context of school

  • describe how the ATRiUM capabilities relate to the cultural, interpersonal, intrapersonal, physical and cognitive dimensions of learning

  • explain some key learning theories and principles and identify how they are evident in effective teaching practice

  • develop an understanding of learning as a developmental process that results in individual differences

  • describe cognitive processes of learning from an information processing perspective

    • Big ideas

  • Learning is a thinking process. It is developmental and cumulative. Understandings of what learning is are often culturally determined.

  • Despite diverse perceptions of what constitutes knowledge and learning and the myriad factors that impact on how individuals and societies value and transmit knowledge, there are common cognitive processes that constitute the mechanisms of learning. Inclusive, effective pedagogy addresses these cognitive processes of learning.

  • Teaching and learning are enhanced when teachers have evolving understandings of the cognitive processes of learning and when they develop knowledge about their students’ strengths and needs in terms of these.

    • Introduction

    Learning processes vary with each student, teacher and learning environment. Factors such as values and attitudes, prior experiences and skills and the context and content of the intended learning task determine how individual students engage in learning activities and what they learn. Also, social, emotional and cultural factors impact on student learning and the learning environment. The cultural, interpersonal, intrapersonal, physical and cognitive dimensions of human functioning work together to underpin development and learning. Consequently, learning is complex and diverse, and unique to each individual student.

  • 1 - What psychology is

  • Daniel Weiskopf, Georgia State University, Fred Adams, University of Delaware
  • Book:
    An Introduction to the Philosophy of Psychology
    Published online:
    28 May 2018
    Print publication:
    15 January 2015, pp 1-32

  • Summary

    A science of mind

    We spend an enormous number of our waking hours thinking and talking about our thoughts, emotions, and experiences. For example, we wonder: Why did the waiter give me that unusual smile? Did my co-worker see me stealing those office supplies? How can I deflect my unwanted admirer's attention – or attract the attention of someone else? In trying to answer such questions, and in interpreting one another's behavior more generally, we make use of a vast body of lore about how people perceive, reason, desire, feel, and so on. So we say such things as: the waiter is smiling obsequiously because he hopes I will give him a larger tip; my co-worker does know, but he won't tell anyone, because he's afraid I’ll reveal his gambling problem; and so on. Formulating such explanations is part of what enables us to survive in a shared social environment.

    This everyday understanding of our minds, and those of others, is referred to as “folk psychology.” The term is usually taken as picking out our ability to attribute psychological states and to use those attributions for a variety of practical ends, including prediction, explanation, manipulation, and deception. It encompasses our ability to verbally produce accounts couched in the everyday psychological vocabulary with which most of us are conversant: the language of beliefs, desires, intentions, fears, hopes, and so on. Such accounts are the stuff of which novels and gossip are made. Although our best evidence for what people think is often what they say, much of our capacity to read the thoughts of others may also be nonverbal, involving the ability to tell moods and intentions immediately by various bodily cues – an ability we may not be conscious that we have.

  • Preface

  • Daniel Weiskopf, Georgia State University, Fred Adams, University of Delaware
  • Book:
    An Introduction to the Philosophy of Psychology
    Published online:
    28 May 2018
    Print publication:
    15 January 2015, pp ix-xi

  • Summary

    Our topic here is psychology, the self-styled science of the mind. Psychology's aim is to explain mental phenomena by describing the underlying processes, systems, and mechanisms that give rise to them. These hidden causal levers underlie all of our mental feats, including our richest conscious perceptions, our most subtle chains of reasoning, and our widest-ranging plans and actions. Although the phenomena of mind are intimately related to events occurring in the brain, these psychological explanations are, we will argue, distinct and autonomous relative to explanations in terms of neural processes and mechanisms. According to the view we present here, psychology and neuroscience are different enterprises. We certainly wouldn't claim that our ever-increasing understanding of how the brain works has nothing to say to psychology: on the contrary, they are complementary, because neuroscience can provide invaluable input to psychological theorizing (and vice versa, a point that we think is not stressed often enough). But our task will be to give a thorough account of the scope, methods, content, and prospects for a distinctive science of our mental lives.

    This book is intended for students in philosophy, psychology, and the more cognitively oriented branches of neuroscience, as well as for readers who are merely curious about what these fields might have to contribute to our understanding of the mind. However, we hope that our professional colleagues will also find much to engage with here. So we’ve done our best to produce a book that holds interest on all levels – for undergraduates, graduates, and researchers alike. We have tried not to presuppose any significant background in any of the sciences that we discuss, and we hope that this book will serve as a useful companion for many of those pursuing the interdisciplinary study of cognition.

  • Chapter 4 - Influences on learning

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 78-102

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • understand the kinds of ecological factors (social, structural, political, economic, cultural, community, family and school) that influence learning and provide specific examples of these

  • reflect on the nature of physical, cognitive, intrapersonal, interpersonal and cultural diversity and compare the types of developmental differences that can occur between learners

  • analyse how specific aspects of development support and hinder learning

    • Big ideas

  • Each learner brings a complex combination of abilities, strengths and potential to the school setting, embedded within particular cultural, linguistic, emotional, spiritual and familial contexts. Many factors can support or hinder learning. Influences on student learning can be found both within and outside the individual learner.

  • Each educational setting and classroom creates its own context and operates using a set of embedded expectations. Effective teachers understand and manage classroom diversity to create equitable learning opportunities for all students.

  • All learners can experience periods of learning difficulty due to different developmental rates, health, home resources, family (whānau) stressors and relationships as well as mismatches between teaching and learning needs. These influence the key learning processes, which can be summed up in the acronym ATRiUM.

  • Students experiencing significant difficulties in learning and behaviour in the classroom may have complex disabilities or learning difficulties. Specific impairments (for example, auditory, visual, physical or intellectual, or those brought about through chronic illness or brain injury) generate the need for particular long-term adaptations to allow equity of access to learning opportunities.

  • Teachers and families (whānau) need to develop a shared understanding of each learner’s strengths and learning needs without creating limitations or barriers to learning based on labels, language or assumptions. Teachers must make sense of what supports and what hinders learning for individual learners in order to effectively personalise teaching and differentiate instruction for their students.

Page 1441 of 1853