Walter Geerts & René van Kralingen - The Teachers' Handbook

Contents

Introduction

17

DEEL A How do I educate my students?

1

How do students learn?

33

1.1 A powerful learning environment motivates

34 34 35 35 38 40 44 45 46 47 47 48 48 50 51 52 56 59 62 66

1.1.1 How do you recognise a strong learning environment? 1.1.2 How can you achieve a strong learning environment? 1.1.3 Competence: making tasks transparent and motivating 1.1.4 Relationship: communicate and involve the whole class 1.1.5 Autonomy: making choices with Kolb and Gardner

1.2 What is learning?

1.2.1 Student Learning Activities

1.2.2 Aptitude levels

1.3 How the memory works

1.3.1 Sensory memory: the gatekeeper 1.3.2 Short-term memory: working memory 1.3.3 Short-term to long-term: repetition and coding 1.3.4 Long-term memory: knowledge storage

1.4 What do learning theories have to say?

1.4.1 Behaviourism and the benefits of conditioning 1.4.2 Cognitivism and the importance of metacognition 1.4.3 Cognitive behavioural theory and the importance of mental processes 1.4.4 Constructivist learning theory and key features of education

1.5 Reflection

2

How to prepare classes

67

2.1 Preparation formats

68 69 71 74

2.1.1 Scenario planning 2.1.2 The AAE model

2.1.3 The didactic analysis (DA) model