Thinking About Teaching and Learning : Developing Habits of Learning with First Year College and University Students
Written by an author who combines the disciplines of biology and education to show how people learn and how knowing this can help teachers to teach effectively. This book deals with teaching based on new biological understandings about how the brain assimilates new knowledge and deals with what teachers most need to know, that is, how to teach so successfully that classroom discipline ceases to be an issue. This book is intended to help students to develop habits and skills that will make learning easier. The author describes how a philosophy of teaching develops and why it's important to have one;learning as brain change rather than brain use;language and the questionable utility of unexpressed ideas; first-year students - their culture, motivation and preparation; how the way we teach affects the way students learn; what students are really doing in the classroom; writing and other technologies, old and new. He is alert to the psychology of students, understands and has experiences the frustrations teachers feel when students ingeniously elude their teachers' loftiest goals and strategies. Most important, Robert Leamnson has good advice about how to cope with the challenge.
- Paperback | 220 pages
- 152.4 x 226.06 x 15.24mm | 294.83g
- 01 Apr 1999
- Stylus Publishing
- Sterling, VA, United States
"His zeal for the value of authentic knowledge, his love for his vocation as college teacher, and his deep affection for students shine through his writing."--Brian Wilkie, Professor of English "University of Arkansas " "Leamnson's book is an excellent mix of theory and practice. He explains what works, why it works, and how faculty can use his ideas from the first day of class on. An excellent guide to narrow the gap between expectations and performance in the college classroom."--Tom Edwards, Associate Academic Dean "Castleton State College, Vermont " "Here at Ball State, we conducted a week-long Core Curriculum Institute with 54 faculty members who teach core (i.e. general education) classes. Each participant was provided with a copy of Thinking about Teaching and Learning. I wanted to drop you a note to let you know how much I appreciated your book. Anyone who reads it has to seriously reexamine how he/she teaches, even courses for students beyond freshman year. As a professor who attempts to engage students in a variety of ways, your insights were extremely valuable. Thank you for providing the distinction between taking notes, and making notes. I have intuitively resisted the temptation to provide detailed handouts, but could never adequately explain my reluctance. Your explanation helps me tremendously. I just thought you might like to know how your text was used here this summer."--Dom Caristi, Associate Professor, Dept. of Telecommunication "Ball State University " "We have been using Thinking About Teaching and Learning at BYU in connection with a large-scale freshman year initiative. The program, consisting basically of multiple learning communities, involves some 22 academic departments and 120 faculty members who serve 1750 freshmen (about 40% of BYU's entering freshman class) each fall semester. We are providing a copy of this book for each faculty member, as well as for several academic support and university administration officers. The ideas, practices and recommendations are first-rate; we appreciate (the) work in putting the volume together. (It is) particularly good, in my judgment, in helping faculty distinguish between the game syndrome and genuinely mindful learning."--Clark Webb "Brigham Young University " "Fascinating, compelling, sensible and provocative. It has set me thinking--hard--about how I go about my job."--Mark Wasserman, Professor of History "Rutgers University " Thinking About Teaching and Learning is a gem. Bob Leamnson has done solid homework on the topic of teaching, and his practical, positive insights in this book are simply great."--Ed Nuhfer, Director, Teaching Effectiveness & Faculty Development "University of Colorado at Denver "