Participatory teaching & learning in higher education:a guide for teachers and school leaders
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作者Jon Daane，Lu Min，Yu Yanhua[著]
出版社中国农业出版社
ISBN9787109288133
出版时间2021-10
装帧平装
开本16开
定价80元
货号11283417
上书时间2024-12-22
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目录
FOREWORD 1
FOREWORD 2
序―
序二
PREFACE AND ACKNOWLEDGEMENTS
1 INTRODUCTION
1.1 WHY WE NEED PARTICPATORY TEACHING AND LEARNING
1.2 WHAT ARE PARTICPATORY TEACHING METHODS
1.3 ТHE WHY OF THIS GUIDE
1.3.1 Participatory teaching is still far from common practice
1.3.2 Origin and added value of this guide
1.3.3 Needs addressed by this guide
1.4 FOR WHOM IS THIS GUIDE
1.5 CONTENT OF THIS GUIDE
1.6 HOW TO USE THIS GUIDE
1.7 A NOTE ON STYLE, GENDER AND JARGON
1.8 HOW WE ATTRIBUTED CREDITS
PART Ⅰ INSTITUTIONALISING PARTICIPATORY TEACHING & LEARNING IN YOUR SCHOOL
2 CREATING AN ENABLING SCHOOL ENVIRONMENT
2.1 PROMOTING PARTICIPATORY TEACHING REQUIRES JOINT ACTION OF ALL ACTORS INVOLVED
2.2 WHICH INSTITUTIONAL FACTORS INFLUENCE THE USE OF PARTICIPATORY TEACHING METHODS?
2.2.1 The school communitys culture
2.2.2 School policies, organisational arrangements, and resources
2.2.3 Government policies, regulations, and standards
2.3 MOTIVATING TEACHERS
2.4 MOTIVATING STUDENTS
2.5 BEST PRACTICES TO MAINSTREAM PARTICIPATORY TEACHING
3 ENHANCING PROFESSIONAL COMPETENCIES FOR PARTICIPATORY TEACHING
3.1 COMPETENCIES NEEDED FOR PARTICIPATORY TEACHING
3.2 HOW TO DEVELOP THESE COMPETENCIES
3.2.1 What teachers can do
3.2.2 What school leaders can do
3.3 AN NTRODUCTORY TEACHER TRANNG WORKSHOP ON PARTICIPATORY TEACHING AND LEARNING
PART Ⅱ PUTTING PARTICIPATORY TEACHING & LEARNING INTO PRACTICE
4 BASIC CONSIDERATIONS FOR YOUR CHOICE OF PARTICIPATORY TEACHINC METHODS
4.1 WHAT ARE THE LEARNING GOALS THAT THE METHODS NEED TO HELP ACHIEVE？
4.2 WHAT LEARNING PROCESSES MUST STUDENTS PERFORM TO ACHIEVE THESE LEARNING GOALS？
4.3 WHAT TEACHING METHODS PROMOTE THESE LEARNING PROCESSES？
5 TAKE A NEW LOOK AT YOUR COURSESLEARNING GOALS AND THE WAY TO ACHIEVE THEM
5.1 FORMULATING STUDENT-CENTRED LEARNING GOALS FOR YOUR COURSES
5.2 CLASSIFYING AND ORGANISING YOUR COURSESLEARNING GOALS BASED ON COMPLEXITY
5.2.1 The knowledge dimension
5.2.2 The cognitive process dimension
5.3 INTEGRATING THE ACHIEVEMENT OF LOWER-AND HIGHER ORDER LEARNING GOALS
5.4 COGNITIVE COMPLEXITY IS TRIGGERED BY DIFFERENT TYPES OF QUESTIONS
5.5 INCLUDING TRANSVERSAL COMPETENCIES IN YOUR COURSES LEARNING GOALS
6 HOW STUDENTS LEARN-IMPLICATIONS FOR TEACHING
6.1 GETTING YOU THINKING ABOUT LEARNING
6.2 THE ROLE OF "KNOWLEDGE LEARNED FROM EXPERIENCE" IN FORMAL EDUCATION
6.3 LEARNING LOWER-ORDER AND HIGHER-ORDER THINKING NEED TO GO HAND IN HAND
6.4 THE NEED FOR ACTIVE LEARNING-HELPING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING
6.5 STUDENTS HAVE DIFFERENT LEARNING STYLES
6.6 STUDENTS GREATLY BENEFIT FROM MUTUAL LEARNING IN A CHALLENGING, SECURE LEARNING ENVIRONMENT
6.7 WHEN AND HOW STUDENTS LEARN FROM LECTURES-AND WHEN NOT
6.8 BASIC EDUCATIONAL PRINCIPLES FOR EFFECTIVE TEACHING AND LEARNING
6.9 CONTRASTING TWO APPROACHES TO TEACHING AND LEARNNG
7 INTEGRATING PARTICIPATORY TEACHING METHODS INTO YOUR TEACHING
7.1 HOW TO STUDY THIS CHAPTER
7.2 OUR COLLECTION OF PARTICIPATORY TEACHING METHODS AT YOUR CHOICE
7.2.1 How we selected the methods
7.2.2 Format and presentation of the methods
7.2.3 How we categorised and ordered the methods
7.3 STEP-BY-STEP: FROM USING SIMPLE TO COMPLEX TEACHING METHODS
Step 1-Getting to know your students and their expectations
Step 2-Making your lecture or demonstration interactive
Step 3-Socratic questioning: An inductive method of interactive lecturing
Step 4-Having students work in pairs
Step 5-Discussing with the whole class
Step 6- Using play-based methods
Step 7-Using small group discussion methods and developing the needed skills and attitudes
Step 8-Cooperative learning
7.4 MORE SOURCES OF PARTICIPATORY TEACHING METHODS
PART Ⅲ SELECTED PARTICIPATORY TEACHING METHODS
GETTING TO KNOW YOUR STUDENTS AND THEIR EXPECTATIONS
TM#1 "VOTING WITH ONES FEET
TM#2 COURSE EXPECTATIONS PIE CHART
MAKING YOUR LECTURE OR DEMONSTRATION INTERACTIVE
TM#3 GENERAL GUIDELINES FOR INTERACTIVE LECTURES
TM#4 ONE-MINUTE-PAPER
TM#5 CLARIFICATION PAUSES
TM#6 ACTIVE LISTENING FOCUSED ON RELEVANCE AND USEFULNESS
TM#7 THE RECURRING QUESTION IN A LECTURE
TM#8 ASKING CLOSED QUESTIONS, POLLING AND DISCUSSING RESPONSES
TM#9 KNOWN-CURIOUS-SAVED
TM#10 INTERACTIVE DEMONSTRATION
TM#11 SOCRATIC QUESTIONING
WORKING IN PAIRS
TM#12 HOW TO FORM PAIRS
TM#13 THINK-PAIR-SHARE
TM#14 THINKING ALOUD PAIR PROBLEM SOLVING
DISCUSSING WITH THE WHOLE CLASS
TM#15 FORUM DISCUSSION
TM#16 DEBATE BETWEEN ADVOCATES AND OPPONENTS
PLAY-BASED METHODS
TM#17 ROLE-PLAY
DEVELOPING SKILLS FOR EFFECTIVE USE OF GROUP DISCUSSION METHODS
TM#18 SUMMARISE WHAT THE PREVIOUS SPEAKER SAID
TM#19 GIVING SOUND SUBSTANTIVE FEEDBACK
TM#20 SETTING NORMS FOR GIVING AND RECEIVING CONSTRUCTIVE FEEDBACK
TM#21 DISCOVERING THE GENERIC PROCESS NEEDED TO REALISE A GROUP PRODUCT
TM#22 RECOGNISING EACH OTHERS PREFERRED ROLES IN GROUP WORK
DISCUSSING AND WORKING IN SMALL GROUPS
TM#23 HOW TO FORM SMALL DISCUSSION GROUPS
TM#24 PRESENTING AND DISCUSSING RESULTS OF SMALL GROUP DISCUSSIONS
TM#25 CARROUSEL
TM#26 STRUCTURED GROUP DISCUSSION ON COURSE MATERIAL
TM#27 DISCUSSING IN SILENCE BY WRITING ON BOARDS
TM#28 BRAINSTORMING WITH CARDS, FOLLOWED BY ANALYSIS & SYNTHESIS
TM#29 PROBLEM SOLVING DISCUSSION
TM#30 JIGSAW
WORKING IN PERMANENT TEAMS
TM#31 COOPERATIVE LEARNING
ANNEX 1 ANSWER KEY FOR EXERCISE 2.4
ANNEX 2 EXAMPLES OF SOCRATIC QUESTIONING
ANNEX 3 ANSWER KEY FOR EXERCISE 5.2
ANNEX 4 A NEW SYMBOLIC SYSTEM TO WRITE CYPHERS
GLOSSARY
BIBLIOGRAPHY
LIST OF TABLES
Table 3.1 Activity areas of participatory teaching
Table 3.2 Closure of group reflection on differences between the lectured course and the cooperative learning course
Table 5.1 Teacher-centred teaching goals versus student-centred learning goals
Table 5.2 Questions to develop or test ability to perform different cognitive processes
Table 6.1 Contrasting two approaches to teaching and learning
Table 7.1 Questions for different phases of your lesson
Table TM22.1 The eight preferred roles in group work
Table TM31.1 Spreadsheet to calculate adjustment factors and individual final grades
LIST OF FIGURES
Figure 2.1 Institutional factors influencing the use of participatory teaching methods in higher education
Figure 2.2 Examples of aligned and non-aligned courses
Figure 3.1 Overall workshop format, objectives, activities and intermediate results
Figure 3.2 Flower-image planted on a field with heterogeneous conditions
Figure 3.3 General principles for effective teaching and learning
Figure 3.4 Mood barometer
Figure 4.1 Basic considerations for your choice of teaching methods
Figure 5.1 The two dimensions of the complexity of learning goals
Figure 5.2 Ladder of cognitive processes used in formulating learning goals
Figure 5.3 Factual knowledge and understanding are best learned within the context of practising higher-order thinking
Figure 6.1 New symbols to write numbers
Figure 6.2 Kolbs experiential learning cycle
Figure 7.1 Format of the presentation of teaching methods in Part Ⅲ
Figure 7.2 Students reviewing the visualisation of their group discussion
Figure TM2.1 What teachers hoped to learn from a course on PTM
Figure TM8.1 Example of a closed question aimed to reveal a common misconception
Figure TM12.1 Relocating students: Half the students change places
Figure TM12.2 Relocating students by counting off
Figure TM15.1 Classroom arrangement for a forum discussion
Figure TM16.1 Scorecard for debate between advocates and opponents
Figure TM21.1 Example of a flowchart of the generic steps of group work processes aimed at producing a joint product
Figure TM21.2 Group reflection flipchart
Figure TM25.1 Carrousel group in a lecture hall with fixed benches
Figure TM28.1 Mind-map on indicators of enterprise sustainability
Figure TM30.1 Schematic representation of the jigsaw process
Figure TM31.1 Self-profile and peer-profiles are in accordance
Figure TM31.2 Peer-profiles are in accordance but differ from self-profile
Figure TM31.3 Peer-profiles differ among themselves and from self-profile
LIST OF BOXES
Box 1.1 Competencies needed in a changing world
Box 2.1 Challenges that teachers face in introducing the use of participatory teaching methods
Box 2.2 A school communitys culture is a living thing. It can be changed!
Box 2.3 The importance of alignment for the learning process
Box 2.4 Research masters students appreciate participatory teaching methods
Box 5.1 Points of attention when using the Revised Blooms Taxonomy
Box 5.2 Dutch children learn to practise higher-order c
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