Improving Teaching and Learning Through Disruptive Thinking - ISBN 978 613-9-82671-1
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This book argues that disruptive thinking can improve teaching and learning through easy and practical hands-on strategies. Each section begins with a thought-provoking quotation meant to stimulate disruptive ideas and facilitate internalizing the presented concepts. Pseudonyms are used to anonymously detail student experiences with disruptive thinking. Throughout the book, graphics from the public domain serve as stimulants for disruption, innovation, and engagement. Professor McDonald has over 45 years of academic experience across five continents and is widely published in areas related to teaching, learning, assessment, and educational technology.
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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.
Teaching How to Learn
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!
Teaching for Success
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!
Self Assessment in Action
With an ever changing clientele there is urgent need to attempt unconventional, innovative strategies that positively influence what happens in educational institutions. Readers are provided with tried-and-tested models that can be adapted to suit their personal needs. The book aims to energize and catapult readers into a new dimension of innovation and encourages them to experiment in classrooms and reflect on their practices as they seek to improve themselves as professionals.
Self Assessment and Academic Achievement
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.
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 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.
Blended Learning for Success
Whichever learning management system you choose to use (e.g. Blackboard, Canvas, Desire2Learn, Moodle, Sakai, ATutor, Bodington, Claroline, Magnolia, eCollege, etc.) the strategies in this book would help you make the most of your blended learning experience. You’ll be delighted to hear of current research findings in blended learning, tips from massive open online courses (MOOCs), and the challenges and triumphs of operating in a blended environment.
Assessment in Early Childhood Care and Education
This is the most practical ‘how-to,’ ‘go-to,’ ‘turn-back-the-clock’ book for early childhood providers, caregivers, practitioners, specialists, administrators, parents, guardians and significant others
Academic Cognitive Readiness
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
Professor Dr. Betty Mc Donald's CV
This curriculum vitae summarizes the qualifications and experience of Professor Dr. Betty MCDONALD. It lists her educational background, including a Ph.D. from the University of The West Indies in psychometrics and statistics. It provides details of her current role as Head of the Professional Development Unit at the University of Trinidad and Tobago, as well as previous academic and professional positions held in various countries. The CV also outlines her extensive publications, training experience, and areas of research focusing on assessment, teaching, and learning.
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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