At the same time, they share certain fundamental qualities. One way in which this might be done is through professional learning communities. For example, it was traditionally thought that time spent by the principal in classrooms, or the number of visits made by the principal to classrooms, is an effective instructional practice. Focusing on Student Learning -- 7. A practical and coherent model is used, underpinned by research evidence of what works and how practitioners can apply best practice to improvements for student outcomes.
The learner-centered approach focuses on designing instruction that is sensitive to the individual students needs, abilities, and interests rather than rigidly tied to the subject matter. What best supports these inherent capacities and distinctive characteristics? Designing learning-centred schools: Models, frameworks and precepts 3. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Part 1 looks at the entire learning universe as it now stands, tracks the way in which its constituent parts came to occupy their role, assesses how they have responded to a complex of drivers and gauges their success in dealing with renewed pressures to perform. Author by : Frederick G.
Targeting Informed Teaching -- 8. A practical and coherent model is used, underpinned by research evidence of what works and how practitioners can apply best practice to improvements for student outcomes. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context. Instead, the idea of distributed leadership, which promotes the view that all stakeholders have complementary leadership roles to play in enhancing student learning, is now being promoted as a more useful framework for understanding schools and how they might be changed. Integrating Computer Technology -- 9. This second edition offers new coverage of universaldesign, learning communities, multicultural environments, onlineenvironments, social networking, and safety, and challengeseducators to evaluate the potential for change on their owncampuses. In other words, leadership makes a larger contribution to teaching and learning if it is seen as a process that can be grown, shared and distributed.
The author suggests that a holistic approach that integrates all facets of school life - learning, teaching, curriculum, school structures, resources, leadership and management - is needed. Author by : Frederick G. The book thereby offers both new approaches to the understanding of learning-centered higher education, as well as normative implications and examples of best practices from people involved in everyday practices of quality enhancement within higher education. Author by : Dianne L. These texts are based on his task-based language teaching approach, and are widely used in schools, school systems and universities around the world.
A practical and coherent model is used. The volume focuses on the development of his work on second language curricula, and in particular, the work for which he is best known: learner-centered education and task-based learning and teaching. The study provides a research and development agenda for language teaching organisations seeking to make assessment an integral part of the curriculum. Drawing on their first-hand experience, the authors explore the differences evident in classroom teaching and learning, as well as organizational, leadership and management aspects of schools. Any teacher who wants to practically tailor their teaching practice to meet the needs of individual learners will find this an invaluable resource. The author suggests that a holistic approach that integrates all facets of school life - learning, teaching, curriculum, school structures, resources, leadership and management - is needed.
The book is filled with useful examples and practical suggestions for implementing learner-centered concepts into any school or classroom. They show how such differences can make over-reliance on Anglo-American approaches misleading, ineffective and restrictive. Category: Education Author : Barbara L. Topics addressed include learning space specifications; the conversion of learning specifications into architectural specifications; site planning and facility development; new facility costs and funding; indoor climate control, lighting, and acoustical control; instructional media technology requirements for effective and efficient learning; special-purpose facilities for more productive learning; and equipment acquisition for the learning environment. This book demonstrates that present school structures and processes need to be redesigned, and suggests ways of reforming schools to enhance student outcomes. Developing personnel and financial resources policies 11.
David Nunan has been a language teacher, researcher and consultant for 40 years. Initiating the re-design process: Creating the school culture 5. Author by : Dianne L. This form of leadership is traditionally called instructional leadership. The book is structured by a central model of curriculum design, which links together learning how students learn versus what students learn and curriculum design he process by which we design versus what we design. You'll learn which factors make a living-learningcommunity effective, and how to implement these factors in therenovation of campus facilities. Recognizing Societal Culture in School Design: The Case for a Cross-Cultural Comparative Approach -- 4.
Networked access and computer ownership are now the norm. Campus design is no longer just about grassy quads andivy-covered walls—the past decade has seen a surge in newdesigns that facilitate learning and nurture student development. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. And if it does, how does the form of leadership need to change in order to accommodate Singaporean and Asian cultures? The converse is also true: the lower the hierarchical position of the leader, that is, the closer they are to the class, the more direct the effects of instructional leadership. Leader motivation of teachers is thus an important and promising area for further research. Research designs that focus on, and measure, those particular leadership practices are thus needed. This book demonstrates that present school structures and processes need to be redesigned, and suggests ways of reforming schools to enhance student outcomes.
This second edition offers new coverage of universaldesign, learning communities, multicultural environments, onlineenvironments, social networking, and safety, and challengeseducators to evaluate the potential for change on their owncampuses. Shared governance, autonomous learning, assessment, technology, and physical space are among the elements discussed in this excellent book that universities will need to consider when developing a new curriculum that is more learner-centered. This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. In the workplace a period of unprecedented change has created a mix of responses with one overriding outcome observable worldwide: the rise of distributed space. The leaders for learning are the policy-makers and administrators whose support is crucial. Running a school today is a complex affair.
Other names include learning-centred leadership Dimmock, 2000 , leadership for learning, or leadership of teaching and learning. The author suggests that a holistic approach that integrates all facets of school life - learning, teaching, curriculum, school structures, resources, leadership and management - is needed. Campus design is no longer just about grassy quads andivy-covered walls—the past decade has seen a surge in newdesigns that facilitate learning and nurture student development. Part 2 finds many examples of innovation in evidence across the world — in schools, the higher and further education campus and in business and cultural spaces — but an almost total absence of integration. Building Supportive Organizational Structures -- 10.