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The Models of Engaged Learning and Teaching : Connecting Sophisticated Thinking from Early Childhood to PhD.

Bibliographic Details
Main Author: Willison, John.
Format: eBook
Language:English
Published: Singapore : Springer Singapore Pte. Limited, 2020.
Edition:1st ed.
Series:SpringerBriefs in Education Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Preface
  • Place Value
  • Acknowledgements
  • Contents
  • Acronyms
  • 1 What Is Our Purpose?
  • 1.1 Purpose
  • 1.2 MELT Components
  • 1.2.1 MELT Facets
  • 1.2.2 Continuum of Learning Autonomy
  • 1.2.3 MELT as a Thinking Routine
  • 1.3 Parachute
  • 1.3.1 MELT Features in Parachute
  • 1.4 100 Billion Brains: Learning from Human Prehistory to Contemporary Classrooms and Learning Environments
  • 1.4.1 Beaver and Human Know-How
  • 1.4.2 Inevitable Earth: Problems with Dams
  • 1.5 One Billion Brains More: The Problems We Face Need Research-Mindedness
  • 1.6 Structure of This Book
  • 1.7 Conclusion: Student Learning that Resonates
  • References
  • 2 What Will We Use?
  • 2.1 Introducing the Models of Engaged Learning and Teaching
  • 2.1.1 A Holistic View
  • 2.1.2 The Origins of the MELT
  • 2.1.3 Learning Autonomy
  • 2.2 Silver Fluoride
  • 2.3 Student Experiences of MELT Facets and Autonomy
  • 2.3.1 Embark &amp
  • Clarify
  • 2.3.2 Find &amp
  • Generate
  • 2.3.3 Evaluate &amp
  • Reflect
  • 2.3.4 Organise &amp
  • Manage
  • 2.3.5 Analyse &amp
  • Synthesise
  • 2.3.6 Communicate &amp
  • Apply
  • 2.3.7 Spiralling, Recursive and Messy
  • 2.4 Conclusion: Engagement, Adaptability, Fluidity and Ownership
  • References
  • 3 How Do We Arrange?
  • 3.1 MELT Connecting
  • 3.2 Many Models Across Educational Levels and Contexts
  • 3.2.1 Early Childhood
  • 3.2.2 Year 4/5 Primary
  • 3.2.3 Year 6 Primary School
  • 3.2.4 Year 8 Subject-Specific: A Case Study
  • 3.2.5 Year 7-10 High School Transdisciplinary Projects
  • 3.2.6 Technical Education
  • 3.2.7 Undergraduate
  • 3.2.8 Work Integrated Learning
  • 3.2.9 Course-Based Master's Degree Programmes
  • 3.2.10 Academic Research: Doctoral, Master's and Early Career Research (ECR)
  • 3.2.11 Interdisciplinary Studies and Digital Literacy
  • 3.3 Outside the MELT Parameters
  • 3.4 Conclusion: Commonality with Adaptability.
  • References
  • 4 What Do We Trust?
  • 4.1 Gullible Consumers or Discerning Users?
  • 4.2 Shrink
  • 4.3 MELT Analysis of Shrink
  • 4.3.1 What Did Tara Trust?
  • 4.4 Three Theoretical Orientations to Learning: Objectivism, Social Constructivism and Personal Constructivism
  • 4.5 Understanding the Three Theories Using the Example of Shrink
  • 4.5.1 Objectivist Perspective on Shrink
  • 4.5.2 Personal Constructivist perspective on Shrink
  • 4.5.3 Social Constructivism on Shrink
  • 4.5.4 All Three
  • 4.6 Theoretical Underpinning of MELT
  • 4.6.1 Theory on Learner and Teacher Autonomy
  • 4.6.2 Autonomy and Metaphor Together
  • 4.7 Trusting the MELT?
  • 4.8 Conclusion: Conversations and Arguments
  • References
  • 5 What Does It Mean?
  • 5.1 Situating Contemporary Learning Theories/Ideas
  • 5.1.1 Threshold Concepts [2]
  • 5.1.2 Cognitive Load Theory [3]
  • 5.1.3 Connectivism [4]
  • 5.1.4 Schön's Reflective Practitioner [5]
  • 5.1.5 Corporately Destructive or Mutually Informative?
  • 5.2 MELT for Curriculum Design and Improvement
  • 5.2.1 Teacher Action Research
  • 5.2.2 Conjoined Action Research: From the Transferability of Individual Studies to Generalisability When Using an a Priori Framework
  • 5.3 Conclusion: Multifaceted Use with the Same Overarching Purpose
  • References
  • 6 How Do We Relate?
  • 6.1 Soyuz and Apollo: A Story About a Cold War Meeting in Orbit
  • 6.2 Inevitable Earth
  • 6.3 Evitable Earth
  • 6.4 Retheorising Theory in Education, from 'Competition' to 'Complement'
  • 6.5 Conclusion: It's Only When We Relate to Divergent Practices, Concepts and Places in Education that We Will Solve Our Educational Problems
  • References
  • 7 How Much Guidance?
  • 7.1 Autonomy: Engaged Learning, Engaged Teaching
  • 7.2 Conclusion: Structure Provided, Creativity Needed
  • References
  • Glossary of MELT Terms
  • Index.

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