Principles of Dynamic Pedagogy reinvigorates teachers' potential to cultivate meaningful growth in their students by leveraging a more reciprocal, interdependent relationship between curriculum, instruction, assessment, and learning. The latest findings from cognitive science, educational psychology and measurement, clinical practice, and socio-cultural studies offer today's educators a unique opportunity to accommodate the strengths and challenges of diverse learners. How does this research synthesize into an iterative pedagogical process that fosters engaged, responsive students and facilitates their achievement of learning goals and objectives?
Principles of Dynamic Pedagogy introduces students, faculty, and scholars of teacher education to the metacognitive competencies needed to ensure that students acquire, revisit, and explicitly comprehend their emerging knowledge and skills throughout the lessons of a curriculum unit. Driven by the conceptual and empirical foundations of the Dynamic Pedagogy model, this book will support current and future educators in consistently guiding their students to recognize, apply, and improve feedback on using metacognitive and cognitive processes for learning. Regardless of domain, teachers will be better prepared to manage their classrooms with a coherent approach to decision-making, adjustments to practice, monitoring and feedback, assessment design, and reflection.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Postgraduate, Undergraduate Advanced, and Undergraduate Core
Illustrationen
5 s/w Abbildungen, 5 s/w Zeichnungen, 47 s/w Tabellen
47 Tables, black and white; 5 Line drawings, black and white; 5 Illustrations, black and white
Maße
Höhe: 235 mm
Breite: 157 mm
Dicke: 14 mm
Gewicht
ISBN-13
978-1-032-46625-5 (9781032466255)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Eleanor Armour-Thomas is Professor Emerita, Teacher Educator in Educational Psychology, and former Chairperson in the Department of Secondary Education at Queens College, City University of New York, USA.
Edmund W. Gordon is John M. Musser Professor of Psychology Emeritus at Yale University, USA, as well as Richard March Hoe Professor Emeritus of Psychology and Education and Founding Director of the Institute of Urban and Minority Education (IUME) at Teachers College, Columbia University, USA.
Autor*in
Queens College, City University of New York, USA
Part I: In Pursuit of Improving Learning Through Dynamic Pedagogy 1. Definition and Overview of Dynamic Pedagogy 2. Teaching For Learning with Understanding and Its Improvement through Dynamic Pedagogy 3. Conceptual Foundations of Dynamic Pedagogy 4. Principles of Dynamic Pedagogy 5. A Rationale for Dynamic Pedagogy Part II: Operationalizing the Dynamic Pedagogy Model in the Classroom 6. Planning for the Implementation of Dynamic Pedagogy in the Classroom 7. Implementation of Dynamic Pedagogy in the Classroom 8. Evaluation of Dynamic Pedagogy in the Classroom Part III: Examples of Dynamic Pedagogy and its Future 9. Using Dynamic Pedagogy Principles to Plan Discipline-Specific Curriculum Units in Secondary Education 10. Using Dynamic Pedagogy Principles to Design Discipline-Specific Summative Assessments in Secondary Education 11. Reflections and the Future of Dynamic Pedagogy
