LIFELONG LEARNING NEW
Powerful Techniques for Teaching in Lifelong Learning
NEW
University of St. Thomas, St. Paul, Minnesota, USA
Powerful Techniques for Teaching in Lifelong Learning is a practical handbook that reviews some of the most helpful approaches and exercises that you are likely to use when working with older learners. Written in an accessible and conversational style, it draws on the author’s vast experience and offers numerous examples of practical applications for teaching older learners including teaching critical thinking, using discussion, incorporating technology and becoming critically reflective. In addition the book tackles some of the major challenges and problems you are likely to face in teaching older learners such as addressing inequality and diversity and dealing with resistance. The book is informed by a particular understanding of what constitutes a powerful technique. For a technique to be considered powerful it must contain two elements. First, it must take into account the power relationships that exist in the adult classroom. Second, a powerful technique is one that - in keeping with adult learning philosophy - empowers students and develops in them a sense of their own agency and a heightened self-confidence in their abilities as learners. Contents: Preface / The essence of powerful Teaching / Developing critical thinkers / Using discussion methods / Fostering self-direction / Democratizing the adult / Classroom / Teaching about power / Teaching using the creative arts / Negotiating the emotions of powerful teaching / References Paperback May 2013 272pp
ISBN: 978-0-335-24477-5 eBook: 978-0-335-24478-2
Understanding Behaviour 14+
Teaching Adult Numeracy
Vicky Duckworth, Karen Flanagan, Karen McCormack and Jonathan Tummons
Principles and Practice Graham Griffiths and Rachel Stone IoE, University of London; Sheffield Hallam University, UK
Stephen Brookfield
This is the first book in the UK to specifically target adult numeracy teacher training. This text is useful to both trainee teachers and their trainers. It covers current theoretical and policy perspectives and provides critical comments in the field of adult numeracy. Each chapter is grouped into three sections: Policy and social context, specialist pedagogical knowledge, and inclusivity. As a companion to initial teacher training courses in adult numeracy, this book covers so many of the major issues faced by teachers of adult numeracy making. It surveys the relevant literature, discusses implications for teaching practice and provides a critical perspective for future developments. It is also relevant for Continuing Professional Development for experienced teachers.
Edge Hill University; Canterbury Christ Church University; Edge Hill University; University of Teesside, UK
The aim of this book is to help the reader approach behavioural problems through meaningful self evaluation and reflection, equipping the practitioner with the skills required to implement change within problematic relationships and environments. The book challenges existing paradigms in order to break down barriers; substituting and encouraging professional responsibility for promoting positive relationships rather than the passive acceptance of unwanted behaviours, or a reliance on a culture of ‘blame’. The idea is to move away from thinking about difficult or ‘bad’ students towards thinking about difficult relationships or environments. This process of change already allows the practitioner to reflect in a far more constructive and objective manner. Paperback 2012 144pp
ISBN: 978-0-335-23789-0 eBook: 978-0-335-24732-5
Teaching Adults 4/e
Contents: Section 1: Policy and context / The social context of adult numeracy / Numeracy for personal development / Family mathematics / Numeracy and the workplace / Learner Profiles / Section 2: Numeracy learning and teaching / Mathematics and numeracy / The process of mathematical thinking / Attitudes, beliefs and teaching / Teachers investigating mathematical concepts / Approaches to teaching adult numeracy / Number / Measure, shape and space / Handling data / Section 3: Inclusivity / Numeracy and neurodiversity / Language and mathematics / Emotional aspects of learning mathematics and mental health
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Paperback August 2013 312pp
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ISBN: 978-0-335-24682-3 eBook: 978-0-335-24683-0
21
Alan Rogers and Naomi Horrocks University of Nottingham and University of East Anglia, UK; Education Consultant, UK
The authors take teachers on a learning journey examining different aspects of teaching on the way including:
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What is meant by adult learning and what are the main characteristics of adult learners? What is the nature of learning and how does theory relate to practice? How do teachers plan learning, set goals and objectives and most importantly how does a teacher know when learning has taken place?
Paperback 2010 328pp
eBooks are widely available, for full details visit www.openup.co.uk/ebooks
ISBN: 978-0-335-23539-1 eBook: 978-0-335-24036-4