Creative Teachers: Self-directed Learners (Cognitive Science and Technology)

✍ Scribed by Dennis Sale

• Publisher: Springer
• Year: 2020
• Tongue: English
• Leaves: 368
• Category: Library

✦ Synopsis

This book offers teaching/training professionals an evidence-based pedagogic guide to teaching effectively, efficiently and creatively – also known as Creative Teaching Competence. Firstly it summarizes the extensive research on human psychological functioning relating to learning and how this can be fully utilized in the design and facilitation of quality learning experiences that maximize attainment and engagement opportunities. Secondly, it demonstrates what creativity actually ‘looks like’ in terms of specific teaching practices, modeling the underpinning processes (syntax) of creative learning design. It then establishes Metacognitive Capability as the superordinate twenty-first century competency; in that this unique human attribute can significantly enhance the cognitive and motivational strategies essential for facilitating self-directed learning and wellbeing.

The book helps teaching/training professionals to thoughtfully apply evidence-based knowledge and strategies to today’s challenges, such as developing self-directed learners, enhancing intrinsic motivation, utilizing technology for learning and teaching, developing curricula for twenty-first century competencies and optimally framing and developing the heightened teacher expertise required today.

✦ Table of Contents

Preface
Acknowledgements
Contents
About the Author
1 Making Sense of Teaching: From Mystery to Heuristics
1.1 Introduction
1.2 What I Learned About Teachers: The Good, the Bad and the Ugly
1.3 A Short Tour into Educational Jurassic Park
1.4 Moving Out of Educational Jurassic Park
1.5 Moving Teaching from Mystery to Heuristics
1.6 Summary
References
2 Towards an Evidence-Based Pedagogic Literacy: The Core Principles of Learning
2.1 Introduction
2.2 Core Principle 1: Learning Goals, Objectives and Proficiency Expectations Are Visible to Learners
2.3 Core Principle 2: Learners Prior Knowledge Is Activated and Connected to New Learning
2.4 Core Principle 3: Content Is Organized Around Key Concepts and Principles that Are Fundamental to Understanding the Structure of a Subject
2.5 Core Principle 4: Good Thinking Promotes the Building of Understanding
2.6 Core Principle 5: Instructional Methods and Presentation Mediums Engage the Range of Human Senses
2.7 Core Principle 6: Learning Design Takes into Account the Working of Memory Systems
2.8 Core Principle 7: The Development of Expertise Requires Deliberate Practice
2.9 Core Principle 8: Assessment Practices Are Integrated into the Learning Design to Promote Desired Learning Outcomes and Provide Quality Feedback
2.10 Core Principle 9: A Psychological Climate Is Created Which Is Both Success-Orientated and Fun
2.11 Using the Core Principles Thoughtfully: The Fly-Fishing Analogy
2.12 Instructional Design from an Evidence-Based Approach
2.13 Summary
References
3 Metacognitive Capability: The Superordinate Competence for the Twenty-First Century
3.1 Introduction
3.2 Making Sense of Metacognition: Unpacking the Metacognition Monster
3.3 Metacognition and Motivation: Two Bedfellows for Effective Learning
3.4 What Is the Difference Between Cognition and Metacognition?
3.5 Metacognition, Cognition, and Other Types of Thinking
3.6 The Self-regulation Cycle
3.7 A Curriculum Model for Developing Metacognitive Capability: The ‘Thinking Curriculum’
3.8 Developing Metacognitive Capability: Evidence-Based Strategies
3.9 The Need for Explicit Teaching of Metacognition
3.10 Summary
References
4 Motivation and Well-Being: An Evidence-Based Frame
4.1 Introduction
4.2 The Components of Motivation
4.3 Evidence-Based Heuristics on Human Motivation and Well-Being
4.4 Perception, Thinking, and Meaning Making
4.5 Summary
References
5 Creative Teaching Competence: The SHAPE of Creative Teachers
5.1 Introduction
5.2 Teaching as a Systematic Approach with Rules Based on Evidence
5.3 Teaching as a Set of Contextualized Practices Constantly Adapting to Circumstances
5.4 Teaching as Skillful Creative Activity
5.5 Competency-Based Teacher Education
5.6 Expertise and Creativity in Teaching
5.7 The Syntax of Creative Teachers
5.7.1 Stories
5.7.2 Humour
5.7.3 Activities
5.7.4 Presentation Style
5.7.5 Examples
5.8 Creative Activity and Resource Blending: The Art of Teaching
5.9 The Magic of Expertise: Getting into Great Shape
5.10 Teaching Can Be Improved with Reflection and Scholarship
5.11 Summary
References
6 Creative Teaching Competence and EdTech: Total Pedagogy
6.1 My Early Scepticism Was Not Unfounded
6.2 Framing EdTech Genres
6.3 The What, the Why and How of Blended Learning
6.4 Designing and Facilitating Blended Learning
6.4.1 Good Learning Design Is Always Grounded on Evidence-Based Practice, Incorporating Core Principles of Learning
6.4.2 EdTech Is Used to Strategically and Creatively Enhance Aspects of the Learning Process
6.4.3 The Completed Blended Learning Design Maximizes the Affordances of a Range of Learning Modes and Mediums
6.5 Summary
References
7 Framing a Curriculum for the Twenty-First Century Competencies
7.1 Introduction
7.2 Human Learning and Curriculum Framing
7.3 Framing Twenty-First Century Competencies from an Evidence-Based Approach
7.4 What’s Our Best Package of Competencies in a VUCA World?
7.5 The Competency-Based Approach to Education and Training
7.6 Evaluating the Worth of Twenty-First Century Competencies
7.7 Learning for What Purpose for the Many
7.8 Summary
References
8 Assessing Twenty-First Century Competencies
8.1 Introduction
8.2 The Need for Good Assessment
8.3 Assessment from an Evidence-Based Approach
8.4 Assessment Areas
8.5 Assessment Evidence
8.6 Summary
References
9 Framing Professional Development Now
9.1 Introduction
9.2 Organizational Intelligence and Professional Capital: Two Desirable Bedfellows
9.3 The Pedagogy—Andragogy Debate
9.4 Professional Development that Does Not Work Well
9.5 Unpacking the Components of Effective Professional Development
9.5.1 The Goals and Content of Professional Learning
9.5.2 The Process of Effective Professional Development
9.6 Key Structures Supporting Professional Development that Does Work
9.7 Reflective Practice
9.8 How to Do Evidence-Based Reflective Practice (EBRP)
9.9 An Evidence-Based Frame on EBRP
9.10 EBRP, Lesson Study and Active Schemes of Work
9.11 Coaching
9.12 The Structure of Subjective Experience: A Neurolinguistic-Programming (NLP) Approach
9.13 The Stages of Coaching
9.14 Supported Experiments
9.15 Institutional and Societal Features that Facilitate Good Professional Development
9.16 Epilogue
References