Accelerated Learning: A User's Guide (Accelerated Learning S)

Smith, Alistair

ISBN 10: 1855391503 / ISBN 13: 9781855391505

Editore: Network Continuum Education, 2003

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Codice articolo Z1-X-022-00475

Dati bibliografici

• Titolo: Accelerated Learning: A User's Guide (Accelerated Learning S)
• Editore: Network Continuum Education
• Data di pubblicazione: 2003
• Lingua: Inglese
• ISBN 10: 1855391503
• ISBN 13: 9781855391505
• Rilegatura: Brossura
• Condizione: Good

Descrizione articolo

Riassunto

This book focuses on the 'learning' in Accelerated Learning. It provides over 200 ideas and activities for putting theory into practice. ACCELERATED LEARNING: A User's Guide answers the following questions: In what ways are today's learners different from their predecessors? What is Accelerated Learning? Can Accelerated Learning be used in any learning situation? Will Accelerated Learning actively engage learners? Is there a smarter way to mark and set homework? How does Accelerated Learning link to thinking skills? How do I use the new technologies? ACCELERATED LEARNING: A User's Guide supplies the solid background to make learning happen. The authors have used their combined experience to write an accessible guide to the Accelerated Learning method based on their own successes. Their message is 'Take the ideas and turn them into your own success story.' Beautifully designed in an easy-to-read summary format, this book 'walks the talk'. ACCELERATED LEARNING: A User's Guide contains: A new and updated Accelerated Learning Cycle; Practical activities for each stage of the cycle; An outline of why Accelerated Learning should be used; How to work in groups; Worthwhile ways of integrating new technologies; Independent learning and problem solving; How to improve marking - so you do less and students learn more; Examples of staff development approaches; Guidelines on how to get started

Recensione

Accelerated Learning - A User's Guide should be required reading for all teachers at every level and a compulsory text in Initial Teacher Training. --Mark Hewlett, Centre for the Study of Comprehensive Schools