Small group teaching [electronic resource] : tutorials, seminars and workshops / Kate Exley, Reg Dennick and Andrew Fisher.

• 作者： Exley, Kate, 1964-.
• 其他作者：
  • Dennick, Reg, 1949-.
  • Fisher, Andrew, 1976-.
• 出版： London : Routledge 2019.
• 主題： College teaching. , Group work in education. , Small groups. , Electronic books.
• 版本：Second edition.
• ISBN： 9780429490897 (electronic bk.) 、 0429490895 (electronic bk.) 、 9780203465066 (electronic bk.) 、 0203465067 (electronic bk.) 、 9780429956270 (electronic bk.) 、 0429956274 (electronic bk.) 、 9780429956263 (electronic bk.) 、 0429956266 (electronic bk.) 、 9780429956256 (electronic bk.) 、 0429956258 (electronic bk.) 、 9781138590632
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• 一般註：Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; Series editor introduction; THE SERIES; KEY THEMES OF THE SERIES; SMALL GROUP TEACHING, 2ND EDITION; Acknowledgements; Chapter 1: Views on small group teaching: a learner's perspective; WHAT ARE THE BENEFITS OF SEMINAR TEACHING (SMALL GROUP TEACHING)?; WHAT ARE THE PROBLEMS OR DIFFICULTIES YOU FACE IN SEMINAR SMALL GROUP TEACHING SESSIONS?; ADVICE TO A NEW SGT TEACHER; CLOSING REMARKS; NOTE; Chapter 2: Educational theories that support small group teaching; CONSTRUCTIVIST THEORIES OF LEARNING SOCIAL CONSTRUCTIVISMACTIVE LEARNING AND LEARNER ENGAGEMENT; PRACTICAL CONSEQUENCES OF CONSTRUCTIVIST THEORY IN SGT; EXPERIENTIAL LEARNING THEORY; PRACTICAL CONSEQUENCES OF ELT IN SGT; REFLECTION IS HELPED BY WRITING AND FEEDBACK; BUILD UP MENTAL MODELS, PRACTICAL SKILLS AND ATTITUDES; ALLOW LEARNERS TO ENGAGE IN HYPOTHESIS TESTING AND ACTION PLANNING; HUMANISTIC THEORIES OF LEARNING; PRACTICAL CONSEQUENCES OF HUMANISTIC THEORY IN SGT; TEACHING AND LEARNING IS A RELATIONSHIP; SOCIAL PSYCHOLOGY THEORY APPLIED TO GROUPS; SUGGESTED FURTHER READING Chapter 3: The physical, psychological and social conditions for successful SGTGETTING THE CONDITIONS RIGHT: MASLOW'S HIERARCHY; STEREOTYPE THREAT (ST); SOME PRACTICAL SUGGESTIONS; CHILLY CLIMATES; IMPOSTER SYNDROME; THE PHYSICAL ENVIRONMENT; PHYSICAL CONDITIONS; FACILITATOR POSITION; ROOM SIZE; CONCLUDING REMARKS; SUGGESTED FURTHER READING; Chapter 4: The skills of facilitation; WHAT IS FACILITATION?; WHY DO TUTORS FIND IT HARD TO FACILITATE?; SKILLS OF FACILITATION;DIFFERENTIATION IN SGT; COMMUNICATION AND FEEDBACK SKILLS; ACTIVE LISTENING; QUESTIONING; THE FUNCTION OF QUESTIONS IN SGT AROUSING INTERESTACTIVATING PRIOR LEARNING; DIAGNOSING STRENGTHS, WEAKNESSES AND CHECKING PROGRESS AND UNDERSTANDING AND ASSESSING ACHIEVEMENT; ENCOURAGING DEEP-LEVEL THINKING AND ACTIVE LEARNING; REVIEWING AND SUMMARIZING; CATEGORIES OF QUESTIONS; EXAMPLES OF OPEN QUESTIONS; QUESTIONS AIMED AT DIFFERENT LEVELS OF LEARNING; THE QUESTIONING PROCESS; SUMMARY OF RECOMMENDATIONS FOR QUESTIONING IN SGT SESSIONS; STRUCTURING AND ORGANIZING SGT EXPERIENCES; MANAGEMENT AND CONTROL; SOME SUGGESTED GROUND RULES; THE PROBLEM OR DYSFUNCTIONAL GROUP; DYSFUNCTIONAL ORGANIZATION; DEALING WITH GROUP CONFLICT DEALING WITH DOMINANT GROUP MEMBERSDEALING WITH PASSIVE GROUP MEMBERS; DEALING WITH A NON-PARTICIPATING INDIVIDUAL; DEALING WITH CYNICAL GROUP MEMBERS; CLOSURE; SUGGESTED FURTHER READING; Chapter 5: Learner diversity in small group teaching; INTRODUCTION; SUPPORTING LEARNERS WORKING IN MULTI-DISCIPLINARY AND MIXED-ABILITY GROUPS; BENEFIT FROM THE DIFFERENCES; PROGRESSIVE TASKS; WHAT CAN THE TUTOR DO?; THE TUTOR BEING AS CLEAR AS POSSIBLE WITH SPEECH AND CONTENT; CHECKING THAT THE LEARNERS HAVE UNDERSTOOD THE TUTOR; ENCOURAGING LEARNERS TO PARTICIPATE AND COMMUNICATE EFFECTIVELY 112年度臺灣學術電子書暨資料庫聯盟採購
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• 系統號： 000306570 | 機讀編目格式