Authentic Learning: How Learning about the Brain Can Shape the Development of Students

Slavkin, Michael L.

ISBN 10: 1578860946 / ISBN 13: 9781578860944

Edité par R&L Education, 2004

A propos de cet article

In shrink wrap. Looks like an interesting title!

N° de réf. du vendeur Q-1578860946

Détails bibliographiques

• Titre: Authentic Learning: How Learning about the Brain Can Shape the Development of Students
• Éditeur: R&L Education
• Date de parution: 2004
• Langue: anglais
• ISBN à 10 chiffres: 1578860946
• ISBN à 13 chiffres: 9781578860944
• Reliure: paperback
• État de l'article: New
• Poids: 17 onces

A propos de ce titre

Synopsis

Across the land communities are questioning the role of schools and the community's expectations of parents, students, and teachers. Increasingly, educators struggle to convince administrators, parents, students, and community members that teaching strategies have strengthened and that students are improving. Yet, teachers consistently share their concerns about the lack of parent and community involvement in education. Parents indicate their desire to improve the connections between the classroom and the community, but are unsure how to initiate such relationships.

In Authentic Learning, Michael L. Slavkin provides parents and educators the opportunity to understand why best practices, constructivism, student-centered practices, student choice, and democratic classrooms are effective because they result in a variety of environmental experiences. Such experiences have often been thought to be the environmental foundation that supports and nurtures a creative and challenged brain: guiding children to think in a variety of ways, providing the flexibility of thought that is critical in the 21st century world. With this text these two groups will discover ways they can work together to create meaningful learning experiences at home and school.

For parents, students, and preservice and inservice teachers.

À propos de l?auteur

Michael L. Slavkin is assistant professor of education at the University of Southern Indiana. He has worked as a teacher, counselor, mentor (and parent!) of children in elementary and middle school classrooms for over a decade. His interests in authentic practices and the empowerment of students stems from his intrinsic love of learning and desire to model dynamic teaching practices.