Laurillard; Diana (Professor of Learning with Digital Technologies; Institute of Education; University of London) Institute of Education (2008) Saatavuus: Hankintapalvelu Pehmeäkantinen kirja
National Center for Education Statistics; U S Department of Education; Institute of Education Scien www.Militarybookshop.Co.UK (2012) Saatavuus: Tilaustuote Pehmeäkantinen kirja
Tony Townsend; Yin Cheong Cheng, Centre for Research and International Collaboration, Honk Kong Institute of Education, China Taylor & Francis Ltd (2000) Saatavuus: Painos loppu Kovakantinen kirja
Tony Townsend; Yin Cheong Cheng, Centre for Research and International Collaboration, Honk Kong Institute of Education, China Taylor & Francis Ltd (2000) Saatavuus: Painos loppu Pehmeäkantinen kirja
Ann Hodgson; Spours, Ken (both of Institute of Education, University of London) Taylor & Francis Ltd (1997) Saatavuus: Tilaustuote Pehmeäkantinen kirja
Morgan; John (University of Wales; Cardiff Institute of Education; University of London; UK Institute of Education; University o Book on Demand Ltd. (2015) Saatavuus: Hankintapalvelu
White; John (formerly at the Institute of Education; University of London; UK University of London; UK) Book on Demand Ltd. (2015) Saatavuus: Hankintapalvelu
White; John (formerly at the Institute of Education; University of London; UK University of London; UK Anglia Ruskin University Palala Press (2015) Saatavuus: Tilaustuote
National Center for Education Statistics; U S Department of Education; Institute of Education Scien www.Militarybookshop.Co.UK (2012) Saatavuus: Tilaustuote Kovakantinen kirja
Taylor & Francis Ltd Sivumäärä: 196 sivua Asu: Pehmeäkantinen kirja Painos: 1 Julkaisuvuosi: 1996, 10.05.1996 (lisätietoa) Kieli: Englanti
First Published in 1996. Teaching approaches for pupils with learning difficulties have often emphasized the presentation and repetition of easily manageable tasks rather than exploration, learning through mistakes and reflection. However, there is encouraging evidence that such pupils may be helped to develop effective learning approaches with marked improvements in their academic performance and self-concept. The importance of the teacher's role in facilitating pupils' reflective activity cannot be overstated. This book locates reflective experiences within classroom interaction and discusses a variety of ways in which teachers can foster reflection. These include their classroom talk, challenging activities, and the creation of an ethos where expectations are high and pupils' thinking and self-awareness are shown to be valued. Most, but not all, of the classroom research reported here was conducted in special schools for pupils with moderate learning difficulties, but the findings have implications for teachers of a wide range of pupils, in both ‘special' and ‘ordinary' schools. The hope is that they will be stimulated to incorporate some of the ideas in this book into their own practice.