Improving Teaching and Learning through Revision
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If you desire to excel at what you do, then this book is for you. This book presents tried and tested ways of revision that have been proven to improve teaching and learning. Revision encompasses a myriad of activities like editing, reediting, altering, amending, improving, modifying, reexamining, reviewing, emending, rectifying, redrafting, revising, updating, recensing, overhauling, restyling, polishing, correcting etc. to mention a few. Because revision is applicable to all disciplines, this book fills an important gap in current literature.
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Improving Teaching and Learning Through Disruptive Thinking - ISBN 978 613-9-...Professor Betty McDonald, Ph.D.
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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 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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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.
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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.
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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.
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