Idea Book for Designing More Effective Learning Activities.

Sonst. Personen	James, Waynne B. (Hrsg.); Offill, Phil (Hrsg.)
Institution	Oklahoma State Univ., Stillwater. School of Occupational and Adult Education.
Titel	Idea Book for Designing More Effective Learning Activities.
Quelle	(1979), (168 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Nachschlagewerk; Adult Basic Education; Adult Learning; Adult Students; Cognitive Style; Diagnostic Teaching; Educational Strategies; Guides; Individualized Instruction; Instructional Development; Instructional Improvement; Learning Activities; Nonverbal Communication; Resource Units; Student Characteristics; Student Educational Objectives; Student Evaluation; Student Evaluation of Teacher Performance; Student Needs; Teacher Effectiveness; Teaching Methods; Test Wiseness; Adult Performance Level; General Educational Development Tests + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Cognitive styles; Kognitiver Stil; Diagnostic assessment; Diagnostisches Verfahren; Lehrstrategie; Handbuch; Leitfaden; Individualisierender Unterricht; Teaching improvement; Unterrichtsentwicklung; Unterrichtsqualität; Lernaktivität; Non-verbal communication; Nonverbale Kommunikation; Schulnote; Studentische Bewertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Intended to help ABE (Adult Basic Education) teachers learn to design effective learning activities, this handbook provides activity suggestions, informative materials, and sample forms and materials. Section 1, Adults as Learners, discusses the adult learner's unique characteristics and includes an article on teaching strategies and learning styles. Deciding What to Teach (section 2) emphasizes three critical concerns--need, want, ought to have. The third section, Setting the Climate, gives thirty-five get-acquainted ideas and three articles on nonverbal communication. Section 4, Organizing for Instruction, presents an instructional model based on these five steps: (1) Where Am I? (diagnosis/assessment), (2) Where Am I Going? (state and select objectives), (3) How Will I Get There? (select and implement strategies), (4) How Will I Know When I Have Gotten There? (measure accomplishment of objectives/re-diagnosis), and (5) How Well Did I Do? (evaluate). Charts, articles, sample materials and instruments, descriptions of teaching methods, and a teacher self-evaluation are included. Section 5, Individualized Instruction, provides an opinionnaire and forms for developing diagnostic approaches and selecting activities. The final section, the GED (General Educational Development) Test, presents basic data about test content and test-taking skills. Appendixes include APL (Adult Performance Level) objectives, additional activities, and an evaluation packet. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC