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006 m o d ;

007 cr cn|||||||||;

008 151027t20162016cau ob 001 0 eng d;

020 a| 9781118944509q| (e-book);

020 a| 111894450Xq| (e-book);

020 z| 9781118944493q| (cloth);

035 a| (Sirsi) o971088309;

035 a| (OCoLC)971088309;

049 a| EREE;

050 4 a| LB1063b| .L36 2016eb;

082 04 a| 370.15/232| 23;

100 1 a| Lang, James M.,e| author.=| ^A597077;

245 10 a| Small teaching :b| everyday lessons from the science of learning /c| James M. Lang.;

264 1 a| San Francisco, CA :b| Jossey-Bass & Pfeiffer,c| [2016];

300 a| 1 online resource (162 pages);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

504 a| Includes bibliographical references and index.;

588 0 a| Print version record.;

505 0 a| Part I: Knowledge -- Chapter 1: Retrieving -- Chapter 2: Predicting -- Chapter 3: Interleaving -- Part II: Understanding -- Chapter 4: Connecting -- Chapter 5: Practicing -- Chapter 6: Self-Explaining -- Part III: Inspiration -- Chapter 7: Motivating -- Chapter 8: Growing -- Chapter 9: Expanding -- Conclusion: Beginning.;

520 a| Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques &. Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.;

650 0 a| Cognitive learning.=| ^A238860;

650 0 a| Thought and thinkingx| Study and teaching.=| ^A1019781;

650 7 a| Cognitive learning.2| fast0| (OCoLC)fst00866532;

650 7 a| Thought and thinkingx| Study and teaching.2| fast0| (OCoLC)fst01150265;

655 4 a| Electronic books.;

856 40 3| ProQuest Ebook Centralu| https://ebookcentral.proquest.com/lib/eastcarolina/detail.action?docID=4455000;

936 a| P2E Portfolio;

949 a| Click on web addressw| asish| joyner96o| jwjh;

949 a| Click on web addressw| asish| hsl102o| jwjh;

994 a| C0b| ERE;

998 a| 5112350;

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999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5112350-1001l| JNETm| JOYNERr| Ys| Yt| JNE3BKu| 7/26/2019x| EBOOKz| JERESOURCEo| .STAFF. jwjh;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5112350-2001l| HSLELECm| HSLr| Ys| Yt| HGENEBKu| 7/26/2019x| EBOOKz| HERESOURCEo| .STAFF. jwjh;

Small teaching : everyday lessons from the science of learning / James M. Lang.

Author/creator	Lang, James M. author.
Format	Electronic
Publication	San Francisco, CA : Jossey-Bass & Pfeiffer, [2016]
Copyright Date	©2016
Description	1 online resource (162 pages)
Supplemental Content	ProQuest Ebook Central
Subjects	Cognitive learning. Thought and thinking--Study and teaching.

Contents	Part I: Knowledge -- Chapter 1: Retrieving -- Chapter 2: Predicting -- Chapter 3: Interleaving -- Part II: Understanding -- Chapter 4: Connecting -- Chapter 5: Practicing -- Chapter 6: Self-Explaining -- Part III: Inspiration -- Chapter 7: Motivating -- Chapter 8: Growing -- Chapter 9: Expanding -- Conclusion: Beginning.
Abstract	Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques &. Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.
Bibliography note	Includes bibliographical references and index.
Source of description	Print version record.
Issued in other form	Print version: Lang, James M. Small teaching : everyday lessons from the science of learning. San Francisco, CA : Jossey-Bass & Pfeiffer, [2016] 9781118944493
Genre/form	Electronic books.
ISBN	9781118944509 (e-book)
ISBN	111894450X (e-book)
ISBN	(cloth)

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Small teaching : everyday lessons from the science of learning / James M. Lang.

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