Bringing the neuroscience of learning to online teaching : an educator's handbook

著者

書誌事項

Bringing the neuroscience of learning to online teaching : an educator's handbook

Tracey Tokuhama-Espinosa ; foreword by Michael Fullan

Teachers College Press, c2021

  • : hardcover

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注記

Includes bibliographical references (p. 90-104) and index

内容説明・目次

内容説明

This practical resource draws on the best of neuroscience to inform decision-making about digital learning. We live in unprecedented times that have pushed schools to make many decisions that have been postponed for years. For the first time since the inception of public education, teachers have been invited to redesign the learning landscape by integrating an intelligent selection of digital educational resources and changing pedagogical approaches based on information from the learning sciences. This handbook will help teachers make the most of this opportunity by showing them how to use digital tools to differentiate learning, employ alternative options to standardized testing, personalize learning, prioritize social-emotional skills, and inspire students to think more critically. The author identifies some gems in quality teaching that are amplified in online contexts, including 40 evidence-informed pedagogies from the learning sciences. This book will help all educators move online teaching and learning to new levels of confidence and success.Book Features: Provides quick references to key planning tools like decision-trees, graphics, app recommendations, and step-by-step directions to help teachers create their own online learning courses. Guides teachers through a 12-step model for instructional design that meets both national and international standards. Shows educators how to use an all-new Digital Resource Taxonomy to select resources, and how to research and keep them up to date. Explains why good instructional design and educational technology are complementary with best practices in learning sciences like Mind, Brain, and Education Science. Shares ways teachers can leverage technology to create more time for the personalized aspects of learning. Shows educators how to design online courses with tools that let all students begin at their own starting points and how to differentiate homework. Offers evidence-informed pedagogies to make online intimate and authentic for students.

目次

Contents (Tentative) Foreword  Preface Who Should Read This Book How to Use This Book Acknowledgments Introduction The Move Never a Better Time to Be An Educator Technology and Mind, Brain, and Education 1. Teaching Online Using Mind, Brain, and Education Science The New First Steps in Teachers’ Professional Development Online Design Using Mind, Brain, and Education Teaching Conditions and Pedagogies for Great Learning 2. Connecting Online and Face-to-Face Learning Goals to Neuroscience Mastery Learning Deeper Learning Metacognitive Awareness Growth Mindsets Dare To Err Optimal Performance Relevant Curriculum Differentiation and Student Autonomy Social Contagion Strong Learning Community Personalization Communication 3. The Plan: Choices, the Brain, and Backwards Design Worked Examples Understanding By Design Activities and Resources An All-You-Can-Eat Buffet of Digital Technology: Choose Wisely 4. Time: Synchronous and Asynchronous Possibilities Time for School: The Academic Calendar Time for Learning: Synchronous vs. Asynchronous Activities Time for Asynchronous and Synchronous Learning Time for Communication Time for Evaluation 5. Instructional Design: Twelve Steps to a Great Online Course Guidelines from State, National and International Standards The 12-Step Process Pros and Cons of this Instructional Design 6. The Celebration: Enjoy Our New Online Home There’s Never Been a Better Time to Be An Educator References Index About the Author

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