000			09199cam a2200505 i 4500
999			_c89986 _d89986
005			20251020102621.0
008			250327b ||||| |||| 00| 0 eng d
010			_a 2022951337
015			_aGBC3B6356 _2bnb
016	7		_a021095499 _2Uk
020			_a9781529601404 _q(hardback)
020			_a1529601401 _q(hardback)
020			_a9781529601411 _q(paperback)
020			_a152960141X _q(paperback)
020			_z9781529612639 _qPDF ebook
035			_a(OCoLC)on1388639651
040			_aUKMGB _beng _erda _cUKMGB _dYDX _dOCLCQ _dOCLCO _dOCLCF _dOCLCO _dEIS _dGSU _dOCLCL _dIEDUB _dOCLCL _dIAI _dDLC
041			_aeng
042			_alccopycat
050	0	0	_aLB1060 _b.B394 2023
082	0	4	_a370.1523 _223
100	1		_aBates, Bob, _d1951- _eauthor. _1https://id.oclc.org/worldcat/entity/E39PCjy4kYPYTHxktRdk69pXkC
245	1	0	_aLearning theories simplified : _b...and how to apply them to teaching, 130+ theories and models from great thinkers / _cBob Bates.
250			_aThird edition.
264		1	_aThousand Oaks, California : _bSage _c[2023]
264		4	_c©2023.
300			_axxii, 359 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
500			_aPrevious edition: 2019.
504			_aIncludes bibliographical references and index.
505	2		_aIntroduction PART 1: CLASSICAL LEARNING THEORIES Introduction to Part 1 Section 1.1 Educational Philosophy 1 Socrates: The unexamined life is worthless 2 Plato: Shadows of reality 3 Aristotle: The self-fulfilling prophecy 4 Descartes vs Locke: The nature–nurture debate 5 Rousseau: Progressivism 6 Nietzsche: Perspectivism 7 Dewey: Pragmatism 8 Sartre: Existentialism 9 Freire: Critical consciousness Section 1.2: Behaviourism 10 Thorndike: Connectionism 11 Watson: The principles of stimulus–response 12 Pavlov: Classical conditioning 13 Skinner: Operant conditioning – radical behaviourism 14 Tolman: Latent learning 15 Gagné: Nine levels of learning 16 Engelmann: Direct instruction Section 1.3: Cognitivism 17 Dewey: Intelligent action 18 Köhler: Insight theory 19 Vygotsky: Scaffolding – the zone of proximal development 20 Piaget: Constructivism 21 Bandura: Role modelling 22 Ausubel: Reception learning 23 Bruner: Discovery learning Section 1.4: Humanism 24 Knowles: Andragogy 25 Rogers: Facilitation 26 Maslow: Hierarchy of needs 27 Mezirow: Transformational learning Section 1.5: Educational Neuroscience 28 Hebb: Associative learning 29 Miller: Chunking and the magical number 7 30 Sweller: Cognitive load theory 31 Paivio: Dual coding theory 32 Festinger: Cognitive dissonance 33 Broadbent: Artificial intelligence 34 Gardner: Multiple intelligences 35 Goleman: Emotional intelligence 36 Doidge: Brain plasticity 37 Caine and Caine: The 12 principles of meaningful learning Summary of Part 1 PART 2 CONTEMPORARY THINKING ON TEACHING AND LEARNING Introduction to Part 2 Section 2.1: Professionalism 38 Petty: Creativity and the ICEDIP model 39 Burch: Competency and the conscious–unconscious model 40 Bryk and Schneider: Caring and relational trust 41 Purkey: Communication and invitational education 42 Berne: Confidence and the values model 43 Covey: Consideration and the emotional bank account 44 Thomas and Kilmann: The conflict resolution model Section 2.2: Cognitive Learning Theory 45 Fiorella and Mayer: Generative learning theory 46 Flavell: Metacognition and the theory of mind 47 Dunlosky et al.: Effective learning techniques 48 Gopnik: The paradoxes of learning 49 Shimamura: A whole-brain learning approach for students and teachers 50 Rosenshine: Principles of instruction 51 Jonassen: Mind tools for critical thinking Section 2.3: Motivation 52 Alderfer: The ERG model 53 Vroom: Expectancy theory 54 McGregor: X and Y theory 55 McClelland: Needs theory 56 Curzon: Fourteen points for motivation 57 Dweck: Mindsets Section 2.4: Behaviour Management 58 Canter: Assertive discipline 59 Kounin: Classroom management 60 Hattie: The rope model 61 Willingham: Why students don’t like school 62 Cowley: Getting the buggers to behave 63 Hare: The psychopathic checklist Section 2.5: Coaching and Mentoring 64 Whitmore: The GROW model 65 Bates: The COACHING model 66 Bell: The mentor scale 67 Costa and Kallick: The critical friend Section 2.6: Teamworking 68 Tuckman: The group development model 69 Wheelan: The group maturity model 70 Buckley: Team teaching Summary of Part 2 PART 3 AN INTRODUCTION TO EARLY CHILDHOOD AND DEVELOPMENTAL STRATEGIES Introduction to Part 3 Section 3.1: Children and Society 71 Bowlby: Attachment theory 72 Erikson: Psychosocial development 73 Lave and Wenger: Socially situated learning 74 Bronfenbrenner: Ecological systems theory Section 3.2: Emotional Growth 75 Gesell: Maturational theory 76 Coles: The moral life of children 77 Banks: Ethnic identity 78 Kohlberg: Moral reasoning Section 3.3: Classroom Strategies 79 Froebel: Gifts and occupations 80 Chomsky: Language acquisition device 81 Lloyd and Wernham: Jolly phonics 82 Goldschmeid: Heuristic learning 83 Claxton: Learning power Section 3.4: Working with Children with Additional Needs 84 Singer: Neurodiversity 85 Kabat-Zinn: Mindfulness 86 Berne: Transactional analysis 87 Bandler and Grinder: Neuro-linguistic programming 88 Beck: Cognitive behavioural therapy 89 Bateman and Fonagy: Mentalisation-based treatment 90 Walker, Johnston and Cornforth: Makaton Section 3.5: Different School Approaches 91 Montessori: The absorbent mind 92 Neill: Summerhill School 93 Malaguzzi: The Reggio Emilia experience 94 Steiner: Steiner schools 95 May and Carr: Te Whāriki 96 Flatau: Forest Schools Summary of Part 3 PART 4 PLANNING, DELIVERING AND ASSESSING LEARNING Introduction to Part 4 Section 4.1: Curriculum Planning 97 Tyler: The rational objective model 98 Taba: The grassroots model 99 Stenhouse: The interactive model 100 Wheeler: The rational cyclical model 101 Walker: The naturalistic model 102 Grundy: The praxis model 103 Bruner: Spiral curriculum 104 Jackson: Hidden curriculum 105 Dewey: Flexible curriculum Section 4.2: Lesson Planning 106 Bloom: Levels in the cognitive domain 107 Dave: Levels in the psychomotive domain 108 Krathwohl and Bloom: Levels in the affective domain 109 Biggs and Collis: The SOLO model 110 Pritchard: The lesson checklist 111 Doran: SMART objectives 112 Clarke, Timperley and Hattie: Learning intentions Section 4.3: Delivering Learning 113 Hattie: Visible learning 114 Carroll and Bloom: Mastery learning 115 Reece and Walker: Techniques to provide extrinsic motivation 116 Shayer and Adey: Cognitive acceleration 117 Alexander: The dialogic classroom 118 Tomlinson: Differentiation 119 Ladson-Billings: Critical race theory Section 4.4: Assessment and Feedback 120 Black and Wiliam: Inside the black box 121 Brown, Race and Smith: The ten-point assessment manifesto 122 Clarke: Peer assessment 123 Luft and Ingham: Johari windows 124 Gould and Roffey-Barentsen: Six stages of feedback 125 Shute: Using feedback to enhance learning Section 4.5: Evaluating Teaching and Learning 126 Schön: The reflective practitioner 127 Brookfield: Critical lenses 128 Bolton: Looking through the mirror 129 Tummons: Evaluation of lifelong learning 130 Argyris and Schön: Triple-loop learning 131 Bush and Middlewood: The role of leaders and managers 132 Barber, Moffit and Kihn: Deliverology 133 Crosby: Quality is free 134 Pedler, Burgoyne and Boydell: The Learning Company Summary of Part 4 A final word on Teaching Indexd.
520			_a"Are you struggling to get your head around John Dewey's educational pragmatism? What exactly is Jean Piaget saying about cognitive development? Maybe you're running out of time and patience making sense of Rosenshine's Principles of Instruction? Have you reached breaking point reading Daniel T. Willingham on educational neuroscience? Written for busy teachers, students, trainers, managers and , this 'dip-in, dip-out' guide makes theories of learning accessible and practical. It explores 134 classic and contemporary learning theorists in an easy-to-use, bite-sized format with clear relevant illustrations on how each theory will benefit teaching and learning. Each model or theory is explained in less than 350 words, followed by a 'how to use it' section. New to this third edition: New section on cognitive learning theory, including Arthur Shimamura, Alison Gopnik, John Flavell and more; Enhanced critical perspectives offering a deeper examination of each theory's strengths and weaknesses; [and] A new entry on Gloria Ladson-Billings and Critical Race Theory in education." -- _cPublisher's description.
650		0	_aEducational psychology.
650		0	_aEducation _xPhilosophy.
650		0	_aLearning, Psychology of.
650		0	_aLearning.
650		7	_aEducation _xPhilosophy _2fast
650		7	_aEducational psychology _2fast
650		7	_aLearning _2fast
650		7	_aLearning, Psychology of _2fast
650		7	_aEducation. _2ukslc
942			_2ddc _cBK