Active Learning: A Set of 5 Proven Teaching Approaches: 0 (A Norton Quick Reference Guide)

Kristen P. Blair, Daniel L. Schwartz, Jessica M.Tsang

ISBN 10: 1324016957 / ISBN 13: 9781324016953

Published by WW Norton & Co, 2021

About this Item

Seller Inventory # V9781324016953

Bibliographic Details

• Title: Active Learning: A Set of 5 Proven Teaching Approaches: 0 (A Norton Quick Reference Guide)
• Publisher: WW Norton & Co
• Publication Date: 2021
• Language: English
• ISBN 10: 1324016957
• ISBN 13: 9781324016953
• Condition: New

About this title

Synopsis

Drawn from The ABCs of How We Learn, this playful yet practical Guide focuses on the five teaching approaches crucial to cultivating active learning in the classroom:

• I is for Imaginative Play
• J is for Just-In-Time Telling
• M is for Making
• Q is for Question-Driven
• V is for Visualization

Learn why each of these “core learning mechanics” really do work―as well as the positive changes you can expect to see in your students as a result. This Guide explains how to use these teaching approaches to enhance your students’ learning and make the most of every lesson. 

Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage. 

About the Author

Kristen P. Blair, PhD, is a Senior Research Scholar and Instructor at Stanford University’s Graduate School of Education. She develops technologies to support students' learning in math and science, and she studies child development and learning in classroom and in family contexts. She holds a PhD in Learning Sciences and Technology Design and a BS in Mathematical and Computational Science, both from Stanford University.

Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate School of Education and holds the Nomellini-Olivier Chair in Educational Technology. He is an award-winning learning scientist, who also spent eight years teaching secondary school in Los Angeles and Kaltag, Alaska. His special niche is the ability to produce novel and effective learning activities that also test basic hypotheses about how people learn.

Jessica M. Tsang, PhD, is a researcher and instructor at Stanford University’s Graduate School of Education who studies how to design instruction that naturally recruits students’ native capacities for learning and understanding. Her interdisciplinary research bridges between cognitive neuroscience and the design of effective classroom practices. She has previously worked in the fields of education philanthropy, urban school reform, and educational media technology.