“Applying the natural human learning process described in the book transformed my students' ability to learn. No teacher, new or experienced, should enter any classroom without a copy of this book.”
—Patricia Jamie Lee, Educational Consultant
Many Kites Press, St. Paul, MN
Teach students to take responsibility for their own success!
This updated edition of the bestselling book on the brain's natural learning process brings new research results and applications in a power-packed teacher tool kit. Rita Smilkstein shows teachers how to create and deliver curricula that help students become the motivated, successful, and natural learners they were born to be. Updated features include:
Guidelines for using the six-step Natural Human Learning Process (NHLP) for lesson planning and test preparation; New information on how technology and Internet research affect student learning; Practical methods for giving all students the tools they need to achieve
The author translates her unique research on students' critical and creative thinking into classroom strategies and sample lesson plans that will help to create a successful learning environment. Building on the content that earned the author an Educator's Award of the Year from the Delta Kappa Gamma International Society, We're Born to Learn provides teachers with practical methods for giving all students the metacognitive, motivational, and technological tools they need to take responsibility for their own achievement.
Chapter 7: The Pedagogical Model and Guidelines
The Pedagogical Model and Guidelines
The pleasures arising from thinking and learning will make us think and learn all the more.
Before we look at the pedagogical guidelines, let us first look at our expectations for our curricula and pedagogy. Do we expect that students who earn good grades in our classes will be able to use their new skills and knowledge in—will be able to transfer them to—other classes or even their lives outside school? Let us start with a discussion of transfer, which has been and remains one of the most vexing issues in education: “Precisely what it is that transfers, and why it transfers, are far from understood, though these are essential questions for education” (Gregory, 1987, pp. 780–781). ...