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Teach students how to learn : strategies you can incorporate into any course to improve student metacognition, study skills, and motivation /

by McGuire, Saundra Yancy; McGuire, Stephanie.
Type: materialTypeLabelBookPublisher: Sterling, Virginia : Stylus Publishing, 2015Description: xx, 237 p. : ill. ; 23 cm.ISBN: 9781620363164 (pbk.) :; 9781620363157 (hbk).Subject(s): Effective teaching | Learning -- Study and teaching | Study skills -- Study and teaching | Motivation in education
Contents:
Foreword / Thomas A. Angelo -- Saundra's journey : from traditional instructor to academic transformer -- Why don't our students already know how to learn? -- Metacognition : what it is and how it helps students become independent learners -- The power of teaching Bloom's taxonomy and the study cycle to students -- Metacognitive learning strategies at work -- Mindset matters -- Connections between motivation, emotions, and learning -- What faculty can do to boost motivation, positive emotions, and learning -- What students can do to boost motivation, positive emotions, and learning -- Partnering with your campus learning center -- Teaching learning strategies to groups -- Teaching unprepared students -- Epilogue: Experiment and have fun! -- Appendixes. A. Compilation of strategies for students -- B. Books and web links recommended for students -- C. Compilation of strategies for instructors -- D. Resources for presenting learning strategies to groups -- E. Learning strategies inventory -- F. Dramatic individual student improvement -- G. Selected student feedback -- H. Slides from chemistry presentation -- I. An advanced placement physics class.
Summary: The author's methods can transform students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, she offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. The book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory. List(s) this item appears in: BL: Faculty Development Collection
Item type Location Collection Call number Status Date due
Books-14days Books-14days Bissell Library
East Wing
Faculty Development Collection 371.102 McG (Browse shelf) Available
Books-14days Books-14days Elementary Library
Reference Desk
Faculty Development Collection 371.102 MCG (Browse shelf) Checked out 2018-10-24

"Copublished in association with NISOD".

Includes bibliographical references and index.

Foreword / Thomas A. Angelo -- Saundra's journey : from traditional instructor to academic transformer -- Why don't our students already know how to learn? -- Metacognition : what it is and how it helps students become independent learners -- The power of teaching Bloom's taxonomy and the study cycle to students -- Metacognitive learning strategies at work -- Mindset matters -- Connections between motivation, emotions, and learning -- What faculty can do to boost motivation, positive emotions, and learning -- What students can do to boost motivation, positive emotions, and learning -- Partnering with your campus learning center -- Teaching learning strategies to groups -- Teaching unprepared students -- Epilogue: Experiment and have fun! -- Appendixes. A. Compilation of strategies for students -- B. Books and web links recommended for students -- C. Compilation of strategies for instructors -- D. Resources for presenting learning strategies to groups -- E. Learning strategies inventory -- F. Dramatic individual student improvement -- G. Selected student feedback -- H. Slides from chemistry presentation -- I. An advanced placement physics class.

The author's methods can transform students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, she offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. The book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.

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