First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1996. Teaching approaches for pupils with learning difficulties have often emphasized the presentation and repetition of easily manageable tasks rather than exploration, learning through mistakes and reflection. However, there is encouraging evidence that such pupils may be helped to develop effective learning approaches with marked improvements in their academic performance and self-concept. The importance of the teacher's role in facilitating pupils' reflective activity cannot be overstated. This book locates reflective experiences within classroom interaction and discusses a variety of ways in which teachers can foster reflection. These include their classroom talk, challenging activities, and the creation of an ethos where expectations are high and pupils' thinking and self-awareness are shown to be valued. Most, but not all, of the classroom research reported here was conducted in special schools for pupils with moderate learning difficulties, but the findings have implications for teachers of a wide range of pupils, in both ‘special' and ‘ordinary' schools. The hope is that they will be stimulated to incorporate some of the ideas in this book into their own practice.

Traditional concerns with classroom communication have centered on questions such as who talks more, whether the interaction is teacher-centered or student-centered, whether participation is restricted to a few or available to all, what kinds of questions teachers ask, and what kinds of feedback they give. These indicators provide a simple and useful way of capturing classroom communication in distributional and categorical terms. Less attention has been devoted to observing and understanding the quality of this communication - whether it facilitates learning regardless of, for example, who talks more.Based on over a decade of fine-grained analysis of video-recorded ESL classroom interaction, this book offers one way of seeing and gauging the quality of classroom communication beyond distributions and categories. In particular, by parsing detailed transcripts of actual classroom interaction, it invites reflective conversations on how three principles of skillful classroom communication may be practiced in the micro-moments of classroom interaction: fostering an inviting environment, attending to student voices, and balancing competing demands (FAB). The goal is to cultivate a mentality of micro-reflection-one that sensitizes teachers to the consequentiality of every move they make as they make them in the simultaneity and sequentiality of second-by-second classroom interaction.

Make your everyday interactions with children intentional and purposeful with these steps: Be Present, Connect, and Extend Learning.

Usability engineering is about designing products that are easy to use. This text provides an introduction to human computer interaction principles, and how to apply them in ways that make software and hardware more effective and easier to use.

Would you like to develop some strategies to manage knowledge deficits, near misses and mistakes in practice? Are you looking to improve your reflective writing for your portfolio, essays or assignments? Reflective practice enables us to make sense of, and learn from, the experiences we have each day and if nurtured properly can provide skills that will you come to rely on throughout your nursing career. Using clear language and insightful examples, scenarios and case studies the third edition of this popular and bestselling book shows you what reflection is, why it is so important and how you can use it to improve your nursing practice. Key features: · Clear and straightforward introduction to reflection directly written for nursing students and new nurses · Full of activities designed to build confidence when using reflective practice · Each chapter is linked to relevant NMC Standards and Essential Skills Clusters

Much of the cognitive lies beyond articulate, discursive thought, beyond the reach of current computational notions. In Sketches of Thought, Vinod Goel argues that the cognitive computational conception of the world requires our thought processes to be precise, rigid, discrete, and unambiguous; yet there are dense, ambiguous, and amorphous symbol systems, like sketching, painting, and poetry, found in the arts and much of everyday discourse that have an important, non-trivial place in cognition. Goel maintains that while on occasion our thoughts do conform to the current computational theory of mind, they often are - indeed must be - vague, fluid, ambiguous, and amorphous. He argues that if cognitive science takes the classical computational story seriously, it must deny or ignore these processes, or at least relegate them to the realm of the nonmental. Along the way, Goel makes a number of significant and controversial interim points. He shows that there is a principled distinction between design and nondesign problems, that there are standard stages in the solution of design problems, that these stages correlate with the use of different types of external symbol systems, that these symbol systems are usefully individuated in Nelson Goodman's syntactic and semantic terms, and that different cognitive processes are facilitated by different types of symbol systems.

This volume presents a state-of-the-art of current research on the role of eye gaze in different types of interaction, including human-human and human-computer interaction. Approaching the phenomenon from different disciplinary and methodological angles, the chapters in the volume are united through a shared technological approach, viz. the use of eye-tracking technology for measuring speakers’ and hearers’ eye gaze patterns while engaged in interaction. Envisioned as an ‘innovating reader’, the volume addresses key questions of interdisciplinary relevance (e.g. to what extent can the analysis of fine-grained eye gaze data, obtained with eye-tracking technology, inform conversation analysis, and vice versa?), positioning (e.g. what is the semiotic status of eye gaze in relation to linguistic signaling?), and methodology (e.g. can we strike a balance between experimental control and authenticity in setting up dialogue settings with eye-tracking technology?). The exploration of these and other questions contributes to the demarcation of a burgeoning research program.

All performances - whether music, theater, visual arts, or even street protests or games — have this in common: they happen somewhere, within a space. This anthology explores the complicated relationship between performance and the space in which it is hosted. Examining both well-known spaces — such as concert halls or stages — as well as unconventional ones, such as the street, the contributors investigate different conceptions of space, how space is experienced, how different spaces are unique from one another, and, ultimately, the ways space enables the performing arts to deeply engage audiences.

A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.