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Annotated Biblography - Workshop

Annotated Biblography - Workshop

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Published by Brooke Smeltzer

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Published by: Brooke Smeltzer on May 04, 2013
Copyright:Attribution Non-commercial

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05/14/2014

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ANNOTATED BIBLOGRAPHY:Lindsey, Crawford W. Jr.
Teaching Students to Teach Themselves
. New York: Nichols Pub,1988. Print.This book goes deeply into how teachers tend to not be able to motivate students and how theycan be unresponsive with direct forward teaching. Throughout this book it provides various waysthat students can grasp concepts better through different teaching mechanisms and how theylearn better from it. This book really explains and analyzes how with given techniques studentshave the ability to learn more sufficiently and understand concepts more clearly. The author argues within this book of how teachers struggle with not being able to motivate students andhow with certain uses of teaching methods students are able to retain information more clearly.With using question methods and having a extensive thinking and working class as a wholetowards a goal really contributes to a student's success. With the information I was provided inthis book I would apply this to my research by using examples from how teachers who givedirect speeches tend to bore students and make them unmotivated. I would also give examples of how teachers have changed up their methods to make students really apply what they arelearning.Moore, Susie. "Is It Time To Blend Student Learning?."
 British Journal Of Midwifery
20.11(2012): 812-816.
CINAHL Plus with Full Text 
. Web. 16 Mar. 2013.This article describes how teachers need to use less of their time of just straight teaching andhave students participate in teaching one another. This articles give specific information onseveral different categories such as peer learning and learning within small groups. The articlesalso provides a clear definition of what blended learning is. The author throughout this articleargues on the point of how teachers should get students more involved within the classroom andhave them be teaching each other instead of them straightforward teaching the whole time.Through this article I can analyze that from peer learning and small groups that students are ableto communicate and connect with one another about specific material and have a more criticalunderstanding of it. I will use and apply this information within my paper by describing what blended teaching is and how peer learning and small group discussions affect studentsthroughout their educational career.Silberman, Mel.
 Active Learning:101 Strategies to Teach Any Subject.
Needham Heights:Silberman, 1996. PrintIn a specific section of this book, it goes into detail about ten different ways to get students to participate at any time within the classroom. Strategies such as open discussions, havingresponse cards, taking surveys or polls within the class, having small group discussions, doing partner work, using fun methods like "whips" and "fishbowl," and even playing fun gamesrelating to certain topics. The author in this book really argues the different forms of learningmethods that students can use within the classroom to retain information more clearly and how tomake it fun for students to learn and want to learn. These strategies really analyze how studentscan get involved and use different methods to learn and achieve knowledge. Creating differentstructures within a classroom is good for students and mixes up the learning and makes it fun tolearn. From this section of the book, I am going to apply these concepts of different learningmethods with looking further into if these methods and if they work with students. I will createdifferent surveys for students and see where they stand with these kind of methods and activities.

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