This booklet was compiled by Mario Llorente, a pedagogue from Guantanamo, Cuba, and Steve McCrea (BuildTheFuture.net, GuideOnTheSide.com). Send comments to TheGuideOnTheSide@gmail.com Humanistic education is an alternative approach to education based on the work of humanistic psychologists, most notably Abraham Maslow, who developed a famous hierarchy of needs, Carl Rogers, previous president of the American Psychology Association and Rudolf Steiner, the founder of Waldorf education.In humanistic education, the whole person, not just the intellect, is engaged in the growth and development that are the signs of real learning. The emotions, the social being, the mind, and the skills needed for a career direction are all focuses of humanistic education. "Much of a humanist teacher's effort would be put into developing a child's self-esteem. It would be important for children to feel good about themselves (high self-esteem), and to feel that they can set and achieve appropriate goals (high self-efficacy)."Procedures are suggested. You can learn more by contacting Dennis Yuzenas at WhatDoYaKnow.com and Matt Blazek at firstname.lastname@example.org.If you want to buy the book, great. The book has been priced to generate a penny per sale, so 250 purchases will generate one book that will be donated to a local school. But you can download it FREE at TransformTeaching.org and distribute it to your teachers, friends, charter school operators and taxpayers.Mario and Steve met at a charter school and tried to use some of these procedures in the school. Their contracts were not renewed. In the face of adversity, they decided to use Createspace to share their ideas: posters instead of multiple choice tests, projects instead of written exams, mentors instead of reading books on computer screens. An excerpt from Abraham Fischler's blog appears in the book. Cover design by JK McCrea at JKMcCrea.com.The work of Dennis Yuzenas, Jeff Hutt, FranÃ§ois Savain, Matt Blazek and others is highlighted here.
In an era of standards-based education, this book helps school leaders who are looking for fresh ideas to engage students in the classroom and to educate students as citizens and stewards. Recharging Your School Leadership covers four tenants of leadership to maximize engagement-giving students choice in showcasing their learning, helping amplify students' voices through their work, providing an authentic audience for projects beyond the classroom, and showing students that their work can change their school and community. This book provides best practices for building schools of deep learning and will help school leaders through an inevitable part of their career-the moment when leaders feel weighed-down by the increasingly standards-based environment. Special Features include: * Designed for the busy schedule of the school leader, this book provides quick take-always for use in one day, one week, and one year. * Voices from 16 leaders explore real dilemmas and struggles that today's administrators must tackle. * Tips and best practices for engaging teachers and students. * Grounded in research surrounding the importance of student engagement in maximizing learning *"End-of-chapter questions" for reflection and "discussion items" that promote further exploration and unpacks concepts.
Learning to Teach Art and Design in the Secondary School is established as the key text for all those preparing to become art and design teachers in the secondary school. It explores a range of approaches to teaching and learning and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum.
Written by experts in the field, it aims to inform and inspire, to challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.
The third edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters surveying assessment and examinations, and exploring identity and diversity in art and design. Essential topics include:
Including suggestions for further reading and a range of tasks designed to encourage you to reflect critically on your practice,Learning to Teach Art and Design in the Secondary School addresses issues for student teachers and mentors on all initial teacher education courses in Art and Design. It will also be of relevance and value to teachers in school with designated responsibility for supervision.
This book is written for engineering faculty and department chairs as a practical guide to improving the assessment processes for undergraduate and graduate engineering education in the service of improved student learning. It is written by engineering faculty and assessment professionals who have many years of experience in assessment of engineering education and of working with engineering faculty.The book reflects the emphasis placed on student outcomes assessment by ABET, Inc., the organization that accredits most U.S. engineering, computer science and technology programs, as well as providing substantial equivalency evaluations to international engineering programs. The book begins with a brief overview of assessment theory and introduces readers to key assessment resources. It illustrates???through practical examples that reflect a wide range of engineering disciplines and practices at both large and small institutions, and along the continuum of students??? experience, from first year to capstone engineering courses through to the dissertation???how to go about applying formative and summative assessment practices to improve student learning at the course and program levels. For most institutions, assessment of graduate education is new; therefore, there are readers who will be particularly interested in the chapters and examples related to graduate education. This book concludes with a vision for the future of assessment for engineering education. The authors cover five basic themes: ??Use of assessment to improve student learning and educational programs at both undergraduate and graduate levels??Understanding and applying ABET criteria to accomplish differing program andinstitutional missions??Illustration of evaluation/assessment activities that can assist faculty in improving undergraduate and graduate courses and programs??Description of tools and methods that have been demonstrated to improve the quality of degree programs and maintain accreditation??Identification of methods for overcoming institutional barriers and challenges to implementing assessment initiatives