Academic Cognitive Readiness
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This book explores current literature on cognitive readiness and sequentially examines ten components identified by Morrison and Fletcher (2001): situation awareness; memory; transfer; metacognition; automaticity; problem solving; decision making; mental flexibility; leadership and emotion. The numerous practical ways of addressing student challenges here make this book an authentic source of inspiration to educational institutions; industry; management personnel; students; educators; parents; volunteers and philanthropists. Shareware graphics included enable the work to appeal to a much wider audience other than academics
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Misconceptions are as common as any other phenomena in real life situations. Just about any concept, regardless of how well it is taught, could be misunderstood. Needless to say that misunderstood concepts could have disastrous effects on all stakeholders. Having been in academia for 40 years I realize that exposing these misconceptions and addressing them head on is the most effective way of dealing with them. The misconceptions occur in computation, algebra, geometry, trigonometry, linear equations, quadratic equations, similar triangles relations, functions and many other areas. To this end, I have selected some of the more prevalent misconceptions, not taken in any particular order. For each misconception I have indicated all or some of the following:the nature of the misconception,the flaws in the misconception,the correct concept,an example of the use of the correct concept,an example of the use of the incorrect concept,a relevant poem where appropriate,a practice exercise with answers,a few observations/s and reflection(in action and on action).
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Teaching how to think is both a science and an art! This book presents material based on empirical research. At some point in time everyone pauses to think for a while. Oftentimes we procrastinate about providing a response because we wish to ‘give it a think’. We wish to make sense of what is happening around us. We wish to give our observations personal meaning and purpose. Since thinking seems to be at the very core or heart of our being, teaching how to think assumes prominence. Exactly what is involved in the process of thinking? How does thinking take place? What is the purpose of thinking? Can thinking allow us to make reliable predictions? Can thinking help us to accomplish our goals? Can thinking help us to make sensible plans for the future? When does thinking occur? What are the optimal conditions that facilitate thinking? What is the research telling us about thinking? How do we teach learners how to think? What kinds of strategies and techniques may we use to accomplish such a task? When is the best time to teach how to think? What skills do we need in order to teach how to think? These and many more questions are answered in this book.
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No sooner are we faced with the inability to learn than we realize that learning is much more than what we often think about. This user friendly book serves as a guide to teaching learning. It’s all about teaching how to learn. It offers tried-and-tested strategies and techniques that help you to learn and teach how to learn in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll explore a number of different learning paradigms, together with their related learning theories. You’ll see yourself as the 21st Century educator reviewing your context, learning outcomes, and course content; welcoming your learners; reformulating your questioning techniques; engaging in humour; flipping your classroom; rearranging your learning spaces; embracing physical activity, games, and manipulatives; reorganizing your assessments; encouraging reflection and using a myriad of teaching and learning techniques, to mention a few. Happy teaching to learn!
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The ideas presented in this book are drawn from close to 45 years in academia, practising across all continents and operating at all levels: early childhood, primary, secondary and tertiary. Such wealth of experience inevitably presents numerous successes and failures that have both influenced this text. This user friendly book offers tried-and-tested strategies and techniques that help you teach for success in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll see how to clarify your student expectations; have better set inductions and tailor your instruction to suit your student needs; reformulate your questioning techniques; flip your classroom; engage in games; use instructional aids; role play; problem solve; use teachable moments; rearrange your learning spaces; reorganise your assessments; encourage reflection; and use a myriad of teaching and learning techniques, to mention a few. Happy teaching for success!
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The work empirically establishes an association between self assessment (SA) and academic achievement (AA) in an attempt to validate current and future studies in the literature that speak to relationships between SA and AA. SA was defined as the involvement of students in identifying standards and/or criteria to apply to their work and making judgments about the extent to which they met these criteria and AA was defined as ‘task oriented behavior that allows the individual’s performance to be evaluated according to some internally or externally imposed criterion that involves the individual in competing with others, or that otherwise involves some standard of excellence. Five hundred and fifteen participants (15-17 years old) drawn from 10 high schools spanning all levels of AA comprised the sample. Validation of this empirical relationship establishes a foundation and may act as a catalyst for accelerating future research in this much needed area.
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This book brings assessment to the easy reach of any person who is unfamiliar with the area. Assessment is far reaching and what we have in this book is but the tip of the iceberg. Nevertheless, this book would be a true companion to any teacher who is desirous of knowing more about assessment. Upon successful completion of this book, the reader would be able to explain what assessment is in layman’s terms, list common types and features of such assessments, and explain some assessment best practices. Readers can have a number of valuable take-aways that they may wish to use.
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Whenever we think about professional development we often think about groups, and rarely about individuals, despite the fact that groups are made up of individuals. What we experience in a group is not only the sum of the idiosyncrasies of the individuals in the group, but a host of intermingling factors that come into play whenever a group meets. While it may be more cost effective to host professional development that caters for groups, there are numerous advantages to be derived from individualised professional development. This book therefore seeks to share some of the experiences that three of my faculty members had with individualised professional development. You’ll read of humorous stories, sad stories, happy stories, not so happy stories and many more that would leave you transfixed with wonder, amused with laughter or simply silent. Moreover, you’ll learn that one experience may be perceived in different ways by different individuals. Oftentimes, it’s all about perception and circumstances. Travel with me along this exciting journey as we explore tried-and-tested methods that you will find useful in your professional practice.
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This book takes the stance that purposeful reflection contributes to success in teaching and learning. It is by thinking about and questioning how and why we do what we do that reflective practice, together with deferred or ruminative reflection is possible. The process of reflection requires training and practice. Hence, this easy-to-digest book presents a number of practical, tried-and-tested strategies to help you. This book presents a structured method for examining your teaching and learning practices with a view to personal improvement. After reading this book you would no longer view reflection as another unnecessary obligation or burden, but as a useful practice that occurs simultaneously with your other parts of teaching and learning. Quotations by well known persons in the public domain serve to anchor your thoughts in preparation for the contents of the corresponding section. Shareware graphics interspaced in the text not only break possible monotony but serves to engage and stimulate your thought and in many instances bring you comic relief.
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Anyone planning to become an entrepreneur would most likely take courses in entrepreneurship if they are available. This book is all about teaching educators how to train their students in entrepreneurship during their normal courses regardless of discipline specificity. Mimicking the traditional education cycle of curriculum, pedagogy, learning and assessment, you’ll love the way in which topics are interwoven into the curriculum so that the task actually feels more enjoyable and you feel motivated to give of your best. Drawing from over 40 years academic experience, the author discusses thinking outside the box; questioning techniques; critical thinking; teamwork; independent thought; communication skills; sustainable development; reflection; teachable moments; flipping the conversation; flipped classroom; conversation circles; decision making; problem-based learning; learning spaces; appreciative inquiry; assessment; coping with stress; technology; emotional intelligence; project management; service learning and much more. This book is a must-read for persons in educational institutions and industry.
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Being anxious about something is pretty normal. Many persons are affected by mathematics anxiety or feelings of tension that interfere with the manipulation of numbers and the solving of mathematical problems. This disabling condition can manifest itself in ways like profuse sweating, nervousness, intense fear, frustration, helplessness, emotional blocks, bizarre behavior, negative attitudes, cyclical avoidance, working memory blocks, lack of motivation, depression, low self esteem, reduced self efficacy, inappropriate assumptions, lack of achievement, learning difficulties, erroneous beliefs, pessimism, doubt, distrust, and withdrawal resulting in failure to achieve. This book exposes some possible causes of mathematics anxiety and offers tried-and-tested, hands-on, practical ways to manage it. Providing food for thought are specially selected quotations from the public domain. Shareware graphics that are meant to serve as stimulants for engagement and pleasure punctuate the text. Stories from selected individuals carrying pseudonyms for confidentiality and anonymity detail their personal experiences with mathematics anxiety and how they were able to conquer their fears.
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Professor Dr. Betty McDonald's 38 books with ISBN & web links
This document lists 37 published books and 2 books in progress by Professor Dr. Betty McDonald on topics related to academic teaching and learning. It provides the title, ISBN number, and a weblink for each published book. The books cover a wide range of topics including assessment, problem-based learning, mathematics education, entrepreneurship training, and more. Professor McDonald's research focuses on improving teaching and learning through assessment, reflection, and other pedagogical approaches.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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Peer Assessment That Works
In the real world a lot of activities require people to work in groups. Consciously or unconsciously each member assesses other members using their own predetermined criteria. Recognising the significance of such assessment this book presents tried-and-tested ways of peer assessment that provide students with pleasant memorable experiences. Everyday challenges are addressed and possible solutions are offered. Drawing from over 40 years of academic experience in several different countries of the world, the author uses the many lessons learned to substantiate recommendations. Simple, straightforward yet groundbreaking techniques are employed to enhance peer assessment and improve its validity and reliability. Students learn to be more self aware, productive, autonomous, collaborative and communicative. The strategies discussed in this book help both educators and students to manage and maintain trust. Shareware graphics used for mental stimulation and pictorial illustrations are intended to simplify explanations. This is the ‘go-to’ book when you need help with peer assessment.
Introduction to Assessment: A Teacher's Companion
This book brings assessment to the easy reach of any person who is unfamiliar with the area. Assessment is far reaching and what we have in this book is but the tip of the iceberg. Nevertheless, this book would be a true companion to any teacher who is desirous of knowing more about assessment. Upon successful completion of this book, the reader would be able to explain what assessment is in layman’s terms, list common types and features of such assessments, and explain some assessment best practices. Readers can have a number of valuable take-aways that they may wish to use.
Individualised Teaching and Learning
‘There is a time for everything under the sun’ is a well-known ecclesiastical saying that stands the test of time. Because human beings are first individuals before they become part of any group, there is a place for individualised teaching and learning. Indeed, human beings are individuals both at birth and death; the beginning and end of earthly life! Just as there is a place for individualised teaching and learning so there is also a place for teaching and learning en masse. Yes; there is a place for one-size-fits-one and one-size-fits-all. Drawing from over 40 years of clinical experience this book discusses the challenges and successes of twelve selected characters. Readers are taken on a roller coaster ride into their individualised lives. This book is a comprehensive how-to guide to individualised teaching and learning for success. You can’t afford to miss this one!
Individualised Professional Development
Whenever we think about professional development we often think about groups, and rarely about individuals, despite the fact that groups are made up of individuals. What we experience in a group is not only the sum of the idiosyncrasies of the individuals in the group, but a host of intermingling factors that come into play whenever a group meets. While it may be more cost effective to host professional development that caters for groups, there are numerous advantages to be derived from individualised professional development. This book therefore seeks to share some of the experiences that three of my faculty members had with individualised professional development. You’ll read of humorous stories, sad stories, happy stories, not so happy stories and many more that would leave you transfixed with wonder, amused with laughter or simply silent. Moreover, you’ll learn that one experience may be perceived in different ways by different individuals. Oftentimes, it’s all about perception and circumstances. Travel with me along this exciting journey as we explore tried-and-tested methods that you will find useful in your professional practice.
Improving Teaching and Learning Through Remediation
The benefits of remediation are transformative! Remediation allows you to get an edge in your planning efforts and take your progress to the next level. Remediation can promote expansion of intellectual abilities, learner attentiveness, engagement, autonomy, critical thinking and responsibility, to mention a few worthwhile qualities. This book presents very simple-to-implement remediation techniques that are intended to improve teaching and learning in a phenomenal manner. As an instructor, here’s an opportunity to turn your hard-earned efforts into a meaningful investment towards your personal professional development. Learners get to take ownership of the learning process with enhanced metacognitive awareness of their own progress. Providing food for thought and helping to internalise the ideas presented, the text is deliberately interspaced with carefully selected quotations from the public domain. Relevant shareware graphics, operating under the Creative Commons Copyright licenses serve as stimulants for further engagement and pleasure. Carrying pseudonyms for confidentiality and anonymity, stories from my own students detail their personal experiences with remediation.
Improving Teaching and Learning Through Reflection
This book takes the stance that purposeful reflection contributes to success in teaching and learning. It is by thinking about and questioning how and why we do what we do that reflective practice, together with deferred or ruminative reflection is possible. The process of reflection requires training and practice. Hence, this easy-to-digest book presents a number of practical, tried-and-tested strategies to help you. This book presents a structured method for examining your teaching and learning practices with a view to personal improvement. After reading this book you would no longer view reflection as another unnecessary obligation or burden, but as a useful practice that occurs simultaneously with your other parts of teaching and learning. Quotations by well known persons in the public domain serve to anchor your thoughts in preparation for the contents of the corresponding section. Shareware graphics interspaced in the text not only break possible monotony but serves to engage and stimulate your thought and in many instances bring you comic relief.
How to Train Your Students for Entrepreneurship
Anyone planning to become an entrepreneur would most likely take courses in entrepreneurship if they are available. This book is all about teaching educators how to train their students in entrepreneurship during their normal courses regardless of discipline specificity. Mimicking the traditional education cycle of curriculum, pedagogy, learning and assessment, you’ll love the way in which topics are interwoven into the curriculum so that the task actually feels more enjoyable and you feel motivated to give of your best. Drawing from over 40 years academic experience, the author discusses thinking outside the box; questioning techniques; critical thinking; teamwork; independent thought; communication skills; sustainable development; reflection; teachable moments; flipping the conversation; flipped classroom; conversation circles; decision making; problem-based learning; learning spaces; appreciative inquiry; assessment; coping with stress; technology; emotional intelligence; project management; service learning and much more. This book is a must-read for persons in educational institutions and industry.
Improving Teaching and Learning Through Mentoring
Mentoring is as universal as any other meaningful trusted relationship. Mentoring is needed in just about every discipline: education, health, medicine, aviation, engineering, actuarial science, performing arts, to mention a few. In any good mentoring relationship there are development opportunities for both mentee and mentor. This book assumes that the mentoring relationship is understood and accepted by both parties in a formal or informal manner. After defining mentoring in Chapter 1 we provide the theoretical framework necessary for understanding key issues involved in mentoring in Chapter 2. The last chapter presents a number of tried-and-tested strategies for mentoring. A relevant quotation from the public domain appearing at the beginning of each section is meant to provide food for thought and better facilitate internalising the innovative ideas presented in that particular book section. Relevant shareware graphics, operating under the Creative Commons Copyright licenses serve as stimulants for further engagement. Carrying pseudonyms for confidentiality and anonymity, stories from the author’s own students detail their personal experiences with mentoring.
How to Manage Mathematics Anxiety
Being anxious about something is pretty normal. Many persons are affected by mathematics anxiety or feelings of tension that interfere with the manipulation of numbers and the solving of mathematical problems. This disabling condition can manifest itself in ways like profuse sweating, nervousness, intense fear, frustration, helplessness, emotional blocks, bizarre behavior, negative attitudes, cyclical avoidance, working memory blocks, lack of motivation, depression, low self esteem, reduced self efficacy, inappropriate assumptions, lack of achievement, learning difficulties, erroneous beliefs, pessimism, doubt, distrust, and withdrawal resulting in failure to achieve. This book exposes some possible causes of mathematics anxiety and offers tried-and-tested, hands-on, practical ways to manage it. Providing food for thought are specially selected quotations from the public domain. Shareware graphics that are meant to serve as stimulants for engagement and pleasure punctuate the text. Stories from selected individuals carrying pseudonyms for confidentiality and anonymity detail their personal experiences with mathematics anxiety and how they were able to conquer their fears.
Differentiated Teaching That Works: An Educator's Guide
This book aims to equip teachers with the skill sets, competencies and motivation to enable them to function comfortably in differentiated environments. Chapter 1 addresses differentiated teaching, individualised teaching, and streaming together with differentiating content, process, product and the learning environment. Chapter 2 addresses key issues in differentiated teaching: administrative support, teacher preparedness, teacher buy-in, student readiness, student interest and learning spaces. The final chapter details tried-and-tested strategies. Some of these include setting personal learning goals, set induction, building on what students know, grouping, flipping the classroom, games, instructional aids, teachable moments, tiered assignments, model thinking processes, assessment strategies, refection and facilitating success.
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