METHODS OF TEACHING: APPLYING COGNITIVE SCIENCE TO PROMOTE STUDENT LEARNING helps prospective teachers learn how to apply recent findings by cognitive scientists to their classroom practices in order to promote true conceptual change among their students. The book focuses squarely on ways to bring about deep rather than surface learning to all students.
The authors use and model many of the teaching strategies they present, focusing on major "core" concepts and utilizing a rich array of pedagogical features, to help prospective teachers build a deep understanding of how people learn and what strategies they can use as teachers to help their students achieve long-lasting comprehension.
Throughout the text, the authors emphasize the need to change instruction in light of new findings from cognitive science. Planning for instruction, behavior management, and technology are integrated into each chapter.
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Preston D. Feden is Associate Professor in the Department of Education at LaSalle University. He received an Ed.D. degree in special education from Temple University. A former special education teacher at both the elementary and secondary levels, he has consulted widely with school districts on applying cognitive science to instructional practice. He received the Lindback Award for Distinguished Teaching in 1984, and was the Founding Director of the La Salle University Teaching and Learning Center. In addition, his article The New Breed Educator: Combining Elementary and Special Education Teacher Preparation (co-authored with Gary Clabaugh) won the 1986 Outstanding Publication Award from the Teacher Education Division of the Council for Exceptional Children (CEC). His special interests are in cognitive science, teacher education, alternative assessments, and instructional practices.
Robert M. Vogel is Associate Professor in the Department of Education at La Salle University. He received an Ed.D. degree in psychoeducational processes from Temple University. A former special education teacher at the secondary level, much of his early work was in the area of experiential education and its effects on learning. More recently, he has written, received, and directed several major grants that focus on active learning. His latest grant, funded by the Jim Joseph Foundation, was a four-year initiative that studied, designed, and implemented flexible scheduling models and staff development programs for Jewish Day Schools. It has revitalized teaching and learning in these schools around the country. He has consulted widely in school districts. His special interests are in cooperative learning, instructional methods, classroom management, teacher education, and block (flexible) scheduling.
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