Imagination in Teaching and Learning: Ages 8 to 15Routledge, 16 ott 2013 - 188 pagine Young people learn most readily when their imaginations are engaged and teachers teach most successfully when they are able to see their subject matter from their pupils' point of view. It is, however, difficult to define imagination in practice and even more difficult to make full use of its potential. In this original and stimulating book, Kieran Egan, winner of the prestigous Grawemeyer award for education in 1991, discusses what imagination really means for children and young people in the middle years and what its place should be in the midst of the normal demands of classroom teaching and learning. Egan uses a bright and witty style to move from a brief history of the ways in which imagination has been regarded over the years, through a general discussion of the links between learning and imagination. A selection of sample lesson plans show teachers how they can encourage effective learning through stimulating pupils' imaginations in a variety of curriculum areas, including maths, science, social studies and language work. |
Dall'interno del libro
Risultati 1-5 di 70
... Imaginative Lives, Ages 8'15 . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Introduction . . . . . . . . . . . . . . . . . . . . . . . 67 The Affective Connection . . . . . . . . . . . . . . . . 69 Extremes and Limits ...
... imaginative students and teachers. Rather, my focus is on the characteristics of the typical student's imaginative life and how this can be engaged in learning, and on how the typical teacher might plan lessons and units to achieve this ...
... imagination, and in the fact that imagination lies at the crux of those aspects of our lives that are least well understood. When people try to describe the imagination, most frequently they refer to the capacity we have in common to ...
... imaginations that can be used to aid more meaningful learning. I will try to outline prominent characteristics of students' imaginative lives in order to see how we might design learning activities that engage the imagination. There is ...
... imaginative lives, this is a teacher-centred book. This does not mean that it seeks to depreciate the value of student activity, initiative, or construction in their learning. Nor does it seek to suggest that the classroom should be ...
Sommario
1 | |
9 | |
II Why Is Imagination Important to Education? | 45 |
III Characteristics of Students̕ Imaginative Lives Ages 815 | 67 |
IV Imagination and Teaching | 91 |
V Image and Concept | 115 |
VI
Some Further Examples | 119 |
Conclusion | 153 |
References | 169 |
Subject Index | 175 |