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Whole Brain Learning In Higher Education

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Whole Brain Learning in Higher Education

Whole Brain   Learning in Higher Education Book
Author : Ann-Louise de Boer,Pieter du Toit,Detken Scheepers,Theo Bothma
Publisher : Elsevier
Release : 2013-10-15
ISBN : 1780634080
Language : En, Es, Fr & De

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Book Description :

Facilitating of learning in higher education can be transformed through the use of Whole Brain® learning. Whole Brain® Learning in Higher Education argues that facilitating learning in Higher Education should undergo transformation in order to develop the full academic potential of all stakeholders following the principles of action research. Empirical data was collected from participants in a number of projects across diverse disciplines. Participants included students, academic staff, instructional designers, and professionals attending short courses at tertiary level. A number of case studies are discussed as evidence for the value of the proposed model for higher education. This title consists of seven chapters, covering: the theoretical framework, baseline study, professional development, studies in Whole Brain® application, learning material that makes a difference, multidisciplinary collaboration, and the way forward. Defines Whole Brain® learning Explains the rationale behind Whole Brain® learning Demonstrates how the model can be applied in facilitating Whole Brain® learning in order to develop the full academic potential of students

Mentoring Academic Staff at a Higher Education Institution

Mentoring Academic Staff at a Higher Education Institution Book
Author : Hannelie Scheepers
Publisher : Unknown
Release : 2013
ISBN : 0987650XXX
Language : En, Es, Fr & De

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Book Description :

Download Mentoring Academic Staff at a Higher Education Institution book written by Hannelie Scheepers, available in PDF, EPUB, and Kindle, or read full book online anywhere and anytime. Compatible with any devices.

Whole Brain Participatory Action Research to Enhance Professional Development of Academic Staff in Higher Education

Whole Brain      Participatory Action Research to Enhance Professional Development of Academic Staff in Higher Education Book
Author : Christinah Dlamini
Publisher : Unknown
Release : 2019
ISBN : 0987650XXX
Language : En, Es, Fr & De

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Book Description :

As an education practitioner I had taken cognisance of the existence of a gap in the professional development of academics at the exemplar higher education institution where most lecturers were novices in facilitating and assessing learning. I adopted the Whole BrainAÌ2℗ʼ Teaching and Learning Model by Ned Herrmann (1996) to transform our teaching practice. The model calls for innovative methods of facilitating learning. I adopted participatory action research to transform our teaching practice. In a community of practice, 10 novice lecturers between 35 and 50 years of age who had taught in higher education for 10 years and less implemented the Whole BrainAÌ2℗ʼ Teaching and Learning Model. The study's aim was to promote a scholarship of teaching and learning in the higher education setting. I formulated the primary question: How can my fellow-lecturers and I as a collective use the Whole BrainAÌ2℗ʼ Thinking Model to transform teaching in higher education in Zimbabwe? A mixed methods approach was used to obtain various thoughts and views about Herrmann (1996) Whole BrainAÌ2℗ʼ Model of transforming practice. Diverse learning opportunities which included: different questioning techniques; various learning activities and different media were adopted. The Herrmann Brain Dominance InstrumentAÌ2℗ʼ (HBDIAÌ2℗ʼ) data was used as baseline study to determine our thinking style preferences; while student feedback questionnaire data was used to evaluate the learning opportunities. Interviews, focus group meetings that were video - and audio-recorded were used to solicit qualitative data. Quantitative data was analysed using the Statistical Package for Social Sciences version 23 and qualitative data was analysed using deductive thematic analysis. Results from the HBDIAÌ2℗ʼ report affirmed the diagnosis of our thinking preferences. The results showed that lecturers inspired students by their enthusiasm for work (73%); lecturers initiated learning by providing opportunities that reflected real - life situations (70%); lecturers promoted cooperative learning (71%). Students also contributed to their learning by developing a greater sense of responsibility (66%). The results of the two examinations were skewed towards the A and B quadrants. The general observation was that Whole BrainAÌ2℗ʼ methods of facilitating learning and the skill of setting Whole BrainAÌ2℗ʼ examinations were lacking.

Innovative Practices for Higher Education Assessment and Measurement

Innovative Practices for Higher Education Assessment and Measurement Book
Author : Cano, Elena,Ion, Georgeta
Publisher : IGI Global
Release : 2016-07-18
ISBN : 1522505326
Language : En, Es, Fr & De

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Book Description :

Both educators and their students are involved in the process of assessment – all parties are expected to meet and exceed expectations in the face of competing conditions. New practices are being developed to enhance students’ participation, especially in their own assessment, be it though peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Though widely researched, few have measured these innovations’ effectiveness in terms of satisfaction, perceived learning, or performance improvements. Innovative Practices for Higher Education Assessment and Measurement bridges the gap between political discourse, theoretical approach, and teaching practices in terms of assessment in higher education. Bringing new insights and presenting novel strategies, this publication brings forth a new perception of the importance of assessment and offers a set of successful, innovative practices. This book is ideal for educators, administrators, policy makers, and students of education.

Understanding Pedagogy

Understanding Pedagogy Book
Author : Michael Waring,Carol Evans
Publisher : Routledge
Release : 2014-10-30
ISBN : 1317597486
Language : En, Es, Fr & De

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Book Description :

What is meant by pedagogy? How does our conception of pedagogy inform good teaching and learning? Pedagogy is a complex concept of which student and practising teachers need to have an understanding, yet there remain many ambiguities about what the term means, and how it informs learning in the classroom. Understanding Pedagogy examines pedagogy in a holistic way, supporting a more critical and reflective understanding of teaching and learning. It considers pedagogy as a concept that covers not just teaching approaches and pupil-teacher relationships but one which also embraces and informs educational theory, personal learning styles, assessment, and relationships inside and outside the classroom. A detailed consideration of what it means to be a professional in the contemporary climate, Understanding Pedagogy challenges student and practising teachers to reappraise their understanding and practice through effectively linking theory and practice. Key issues explored include the importance of understanding a learning styles profile, the application of cognitive neuroscience to teaching, personalised learning, assessment and feedback, and what we mean by critical reflection. Using the Personal Learning Styles Pedagogy, the authors make explicit the integration of theory and practice and the many decisions and selections that teachers make, their implications for what is being taught and learnt, how learners are positioned in the pedagogical process, and ultimately, how learning can be improved. Understanding Pedagogy will be essential reading for student and practising teachers, as well those on Education Studies courses and undertaking masters level courses, involved in the endeavour of understanding what constitutes effective teaching and learning.

Metacognition and Successful Learning Strategies in Higher Education

Metacognition and Successful Learning Strategies in Higher Education Book
Author : Railean, Elena,Elçi, Alev,Elçi, Atilla
Publisher : IGI Global
Release : 2017-01-11
ISBN : 1522522190
Language : En, Es, Fr & De

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Book Description :

Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. Metacognition and Successful Learning Strategies in Higher Education is a detailed resource of scholarly perspectives that discusses current trends in learning assessments. Featuring extensive coverage on topics such as spiritual intelligence strategies, literacy development, and ubiquitous learning, this is an ideal reference source for academicians, graduate students, practitioners, and researchers who want to improve their learning strategies using metacognition studies.

Encouraging Authenticity and Spirituality in Higher Education

Encouraging Authenticity and Spirituality in Higher Education Book
Author : Arthur W. Chickering,Jon C. Dalton,Liesa Stamm
Publisher : John Wiley & Sons
Release : 2015-06-22
ISBN : 1119177960
Language : En, Es, Fr & De

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Book Description :

This groundbreaking book provides a comprehensive resource that addresses the growing movement for incorporating spirituality as an important aspect of the meaning and purpose of higher education. Written by Arthur W. Chickering, Jon C. Dalton, and Leisa Stamm—experts in the field of educational leadership and policy—Encouraging Authenticity and Spirituality in Higher Education shows how to encourage increased authenticity and spiritual growth among students and education professionals by offering alternative ways of knowing, being, and doing. Encouraging Authenticity and Spirituality in Higher Education includes a rich array of examples to guide the integration of authenticity and spirituality in curriculum, student affairs, community partnerships, assessment, and policy issues. Many of these illustrative examples represent specific policies and programs that have successfully been put in place at diverse institutions across the country. In addition, the authors cover the theoretical, historical, and social perspectives on religion and higher education and examine the implications for practice. They include the results of recent court cases that deal with church-state issues and offer recommendations that pose no legal barrier to implementation.

Using the Herrmann Whole Brain Model for Mentoring Academic Staff

Using the Herrmann Whole Brain   Model for Mentoring Academic Staff Book
Author : Heather Goode
Publisher : Unknown
Release : 2014
ISBN : 0987650XXX
Language : En, Es, Fr & De

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Book Description :

My research provides an account of evaluating my mentoring practice using an Action Research design complemented by a mixed methods approach and the Hermann Whole Brain® Model (Herrmann, 1995). I explored how I can transform my mentoring practice using the principles of Whole Brain® thinking and how I can contribute to enriching the professional development of academic staff. My research has proceeded from an innovative idea and existing practice as an asset-based approach (Du Toit, 2009). By utilising an Action Research design my research articulates the construction of my understanding of mentoring of other academic staff in their professional practice. I followed a constructivist approach as used by Piaget (1952, 1970) that is considered an appropriate epistemological underpinning of Action Research. My research design shows thinking style flexibility as an action researcher in that I have drawn on each quadrant of the Whole Brain® Theory as developed by Herrmann (1995). This enabled me to construct meaning with my peer mentees through the assessing of practice-based evidence, engagement and reflection. As my goal in mentoring is to assist in developing independent reflexive practitioners, I have chosen to use the constructs contribute to and catalyse to express my awareness that responsibility for professional development remains with the individual and that a mentor is not the only source of professional development in the context of a Private Higher Education Institution. I have found that my peer mentees have differing thinking style preferences and varying professional experiences that required of me to engage with each in distinct ways to support the development of their professional practices. I position Whole Brain® Mentoring as a practice of mentoring that utilises multiple strategies for professional learning, both formal and non-formal, to engage the thinking preferences and disinclinations of mentees to catalyse the professional development of both the mentor and mentees. Many of my peer mentees perceive themselves as mentors, both of students and, in some cases, of other academic staff (our peers) as well. There is evidence that I utilise multiple strategies to facilitate professional learning and contribute to the professional development of peer mentees and that they have contributed to mine. My research provides evidence that I have become a more reflective practitioner, able to transform my Whole Brain® Mentoring Practice.

Learning Differentiated Curriculum Design in Higher Education

Learning Differentiated Curriculum Design in Higher Education Book
Author : John N. Moye
Publisher : Emerald Group Publishing
Release : 2019-05-21
ISBN : 1838671161
Language : En, Es, Fr & De

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Book Description :

This book presents a comprehensive, systematic approach to the development of curricula in higher education in which each component is configured to optimize learning. The approach is based in an analysis of the psychophysics of the learner and employs theories of learning, instruction, and environment to design each component.

The Whole brain Solution

The Whole brain Solution Book
Author : Tricia Armstrong
Publisher : Pembroke Publishers Limited
Release : 2003-01
ISBN : 1551381567
Language : En, Es, Fr & De

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Book Description :

Explores the higher-order thinking tools that are essential for students to become effective learners. It includes lessons that encourage students to understand and integrate information so that they can use what they know to solve problems and make decisions.

Resources in Education

Resources in Education Book
Author : Anonim
Publisher : Unknown
Release : 1998
ISBN : 0987650XXX
Language : En, Es, Fr & De

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Book Description :

Download Resources in Education book written by , available in PDF, EPUB, and Kindle, or read full book online anywhere and anytime. Compatible with any devices.

Handbook of Research on Advancing Critical Thinking in Higher Education

Handbook of Research on Advancing Critical Thinking in Higher Education Book
Author : Wisdom, Sherrie
Publisher : IGI Global
Release : 2015-07-17
ISBN : 1466684127
Language : En, Es, Fr & De

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Book Description :

The importance of critical thinking has surged as academics in higher education realize that many students, upon entering college, lack the critical thinking skills necessary to succeed. While much has been written regarding the ‘lack’ of critical thinking, less has been written on the success of methods implemented to develop this fundamental skill. The Handbook of Research on Advancing Critical Thinking in Higher Education explores the effective methods and tools being used to integrate the development of critical thinking skills in both undergraduate and graduate studies. Due to the difficulties associated with teaching critical thinking skills to learners of any age, this publication is a crucial addition to the scholarly reference works available to pre-service and early career teachers, seasoned educational professionals, professors across disciplines, curriculum specialists, and educational administrators.

Teacher as Activator of Learning

Teacher as Activator of Learning Book
Author : Gayle H. Gregory
Publisher : Corwin Press
Release : 2016-02-11
ISBN : 1506343082
Language : En, Es, Fr & De

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Book Description :

Flip The Switch! How to Get Students Into Learning Mode Now. What is it that separates classrooms that have an atmosphere of stagnation and passivity from ones that are electric with motivation and engagement? In this book, education expert Gayle Gregory offers the conditions necessary to foster an environment of active, visible learning in a brain-compatible climate. In its pages you’ll find: What teachers should do to reach targeted standards using theories such as Growth Mindsets and Panksepp’s SEEKING system What an “instructionally intelligent” teacher has in her repertoire that impacts student success Strategies that activate student thinking and target learning intentions through differentiation and the use of collaboration, formative assessment, and feedback

Professional Development of Teachers at a Private High School a Peer Mentoring Initiative

Professional Development of Teachers at a Private High School   a Peer Mentoring Initiative Book
Author : Thersia Rossouw
Publisher : Unknown
Release : 2015
ISBN : 0987650XXX
Language : En, Es, Fr & De

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Book Description :

In the South African context valuable academic contributions regarding Whole Brain® facilitating learning have been made in the last decade. Research has been conducted on professional development of teachers at primary schools, as well as professional development of lecturers at institutions of higher education. I identified a gap in existing literature, regarding what was being done at high school level and the possibility that Whole Brain® facilitating learning could be a beneficial learning tool to use in one's teaching practice. Thus the study commenced with the research premises based on a mixed methods approach, including quantitative and qualitative data sets. This study investigates to what extent transformation took place in the teaching practice of a group of volunteer professionals at a private high school, using an Action Research design. My Action Research was supported by the professionals' own action learning during the commencement of the fieldwork and we would regularly collaborate and reflect on the new knowledge. The afore-mentioned underpins the constructivist theory, which assumes that collective life experiences and multiple realities of the participants and myself add to a collective knowledge base. Thus new knowledge and constructed knowledge becomes part of a living theories practice. The study also focuses on an asset-based approach where the assumption is made that the professionals take responsibility for their own learning, becoming professional selfregulated learners in an environment where they are supported and encouraged to become more flexible in their thinking styles, not only to utilise their non-preferred thinking preference but also to capitalise on their preferred thinking preference and to set Whole Brain® learning tasks and plan Whole Brain® facilitating learning. Therefore the participants were challenged not only to be more flexible in their own thinking preference and to explore the possibilities of their less preferred thinking preference or preferences, but also to design learning tasks that would facilitate learning by accommodating those learners whose thinking preferences are divergent from those of the professionals. The fieldwork consisted of workshops (including non-participants) and one-on-one peer mentoring sessions that included cooperative learning through collaboration and experiential learning to encourage the professionals to become more familiar with their iPads. The workshops and one-on-one peer mentoring sessions focused on the extent to which the iPads could be used as a tool to facilitate Whole Brain® learning. The fieldwork focused on exploring in greater depth the possibilities of innovative ideas to transform the teaching practice of each individual participant, promoting Whole Brain® thinking and learning. Since this is an Action Research study, more cycles were discovered and probed during the course of the fieldwork and it will still continue after submitting the thesis. The data sets consisted of exploratory and preliminary interviews, observations of the workshops and one-on-one peer mentoring sessions that were recorded in my field journal, observations of the professionals' teaching practices, the completed HBDI® survey by the professionals and myself, as well as semi-structured interviews and observation sheets of my mentorship practice completed by the professionals. In course of the professional development program I observed professionals taking up their role and taking responsibility for their own professional development and self-regulated learning, underpinning lifelong learning. In the process I also observed that the professionals showed flexibility in their thinking styles, designing innovative ways of learning and applying them in their teaching practices. Moreover, I realised my own transformative learning that underpins the constructivist theory and I continue to aim to transform my own teaching practice as well as my mentorship practice with the knowledge that I am also a lifelong learner.

Republic of Noise

Republic of Noise Book
Author : Diana Senechal
Publisher : R&L Education
Release : 2012
ISBN : 1610484118
Language : En, Es, Fr & De

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Book Description :

"In this book, Diana Senechal confronts a culture that has come to depend on instant updates and communication at the expense of solitude. Schools today emphasize rapid group work and fragmented activity, not the thoughtful study of complex subjects. TheInternet offers contact with others throughout the day and night; we lose the ability to be apart, even in our minds. Yet solitude plays an essential role in literature, education, democracy, relationships, and matters of conscience. Throughout its analyses and argument, the book calls not for drastic changes but for a subtle shift: an attitude that honors solitude without descending into dogma"-- Provided by publisher.

The Whole Brain Business Book Second Edition Unlocking the Power of Whole Brain Thinking in Organizations Teams and Individuals

The Whole Brain Business Book  Second Edition  Unlocking the Power of Whole Brain Thinking in Organizations  Teams  and Individuals Book
Author : Ned Herrmann,Ann Herrmann-Nehdi
Publisher : McGraw Hill Professional
Release : 2015-08-21
ISBN : 0071843833
Language : En, Es, Fr & De

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Book Description :

The long-awaited update of the classic guide to outperforming the competition using Herrmann International's trademark Whole Brain Methodology Packed with new research, updated examples, and more actionable content, The Whole Brain Business Book outlines four basic thinking styles--administrator, talker, problem-solver, dreamer--corresponding to the four quadrants of the brain and explains that many are dominated by only one quadrant. By getting out of the "brain rut" and channeling all four quadrants, business people and organizations can become more flexible, creative, and competitive. Herrmann-Nehdi uses her extensive research and experience working with her father and expert practitioners across the globe to highlight new research developments, replace outdated information, incorporate new stories and real-world examples while building on the core applications of The Whole Brain Business Book.

Mastering Teaching Thriving as an Early Career Teacher

Mastering Teaching  Thriving as an Early Career Teacher Book
Author : Moira Hulme,Rebecca Smith,Rachel O'Sullivan
Publisher : McGraw-Hill Education (UK)
Release : 2021-06-18
ISBN : 033525036X
Language : En, Es, Fr & De

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Book Description :

This book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachers’ workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates. Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth. Speaking to new and recently qualified teachers as well as coordinators of professional learning in schools, this book is an essential resource for teacher CPD. “An excellent addition to the thinking educator’s bookshelf.” Dr David Waugh, Professor of Education, Durham University “The distinctive challenges facing Early Career Teachers are identified and addressed with a clear focus on developing the adaptive expertise which is the foundation and sustenance of success in this demanding profession.” Professor Linda Clarke, Ulster University “This is a book that is sorely needed to support the flourishing of teachers during the demanding early stages of their careers.” Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, Former President of the British Educational Research Association (2013-15) “Mastering Teaching is a core, comprehensive, credible and cutting-edge introduction to early career teacher learning.” Dr Beth Dickson, University of Glasgow Moira Hulme is Professor of Teacher Education at Manchester Metropolitan University, UK. She has extensive experience as a teacher, teacher educator and educational researcher. Rebecca Smith is Headteacher of Sale Grammar School, Manchester, UK. She is an experienced leader who has worked across diverse settings to support teacher development to enable every child to fulfil their potential. Rachel O’Sullivan is Senior Lecturer in the School of Teacher Education, Manchester Metropolitan University, UK. Rachel taught secondary P.E. and was a subject lead, pastoral lead and Assistant Head before moving to her current role.

Teaching with e learning in the Lifelong Learning Sector

Teaching with e learning in the Lifelong Learning Sector Book
Author : Chris Hill
Publisher : Learning Matters
Release : 2008-01-04
ISBN : 1844453081
Language : En, Es, Fr & De

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Book Description :

This new edition (previously entitled "Teaching Using Information and Learning Technology in Further Education") is an up to date resource for trainee and qualified teachers within the Lifelong Learning Sector. Focusing on information and learning technology as a toolkit for resourceful teachers, it includes reflective activities, teaching strategies and teaching tips throughout, along with ideas for applying these to the reader's own context. In this new edition, all material has been fully updated to reflect the latest changes in technology and its applications, and each chapter in the book is referenced to the new LLUK Standards.