{"product_id":"curriculum-theory-and-methods-isbn-9780470837740","title":"Curriculum Theory and Methods","description":"Written for use in pre-service and in-service curriculum courses, this text provides a balanced and engaging overview of how curriculum and developmental theories help inform the practical needs of the teacher. Authors Wendy Frood Auger and Sharon J. Rich help you build a critical appreciation of the subtleties of the learning process and the factors that influence the development of students’ understanding. The strong pedagogical design provides practical resources as well as a framework that encourages self-reflection as a model for professional growth.  \u003cp\u003e\u003cb\u003eHallmark Features\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePersonal Stories\u003c\/b\u003e provide engaging stories that demonstrate how theories can be implemented in the classroom.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eReflective Practice\u003c\/b\u003e activities focus on professional development and highlight the practical implementation of theoretical concepts.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Activities\u003c\/b\u003e encourage the reader to reflect on the textual material and to make further connections as to how theory informs practice.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eRunning Glossary\u003c\/b\u003e highlights and defines Key Terms as they appear in the text, enabling quick access, full understanding of terms, and ease of reading.\u003c\/p\u003e  PART I: CHILDREN AND LEARNING: How Does it Happen? \u003cbr\u003e   \u003cp\u003eChapter 1: LEARNING \u0026amp; TEACHING: Charting the Course \u003cbr\u003e  The Shift from Behaviourism to Cognitivism to Constructivism \u003cbr\u003e Cognitive Development \u003cbr\u003e  Off to School \u003cbr\u003e  The Importance of Experience in Cognitive Development \u003cbr\u003e  Key Aspects of Cognitive Development \u003cbr\u003e Major Theorists \u003cbr\u003e   John Dewey \u003cbr\u003e   Jean Piaget \u003cbr\u003e   Piaget's Stages of Cognitive Development \u003cbr\u003e Social Cognition And Social Constructivism \u003cbr\u003e  Lev Vygotsky \u003cbr\u003e The Theory Of Multiple Intelligences \u003cbr\u003e   Howard Gardner \u003cbr\u003e Emotional Development \u003cbr\u003e   Daniel Goleman \u003cbr\u003e Physical Development \u003cbr\u003e   Physical Development in Younger Children \u003cbr\u003e   Physical Development in the Primary Grades \u003cbr\u003e   Physical Development in the Junior and Intermediate Grades \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003eChapter 2: CONSTRUCTIVISM: Making Connections, Risk-Taking, and Other Sundry Bits\u003cbr\u003e What is Constructivism? \u003cbr\u003e  Bruner Thinks About Thinking \u003cbr\u003e   How Children Construct Knowledge \u003cbr\u003e Educating the Whole Child \u003cbr\u003e  Examining the 3 Cs: A Rationale for Teaching the Whole Child \u003cbr\u003e   Incorporating Students' Interests into Learning \u003cbr\u003e   The Reggio Emilia Approach \u003cbr\u003e Setting the Stage for Using Prediction: Adaptation Revisited \u003cbr\u003e  Adaptation in Action: The Prediction Learning Cycle  \u003cbr\u003e   Summary of How the Prediction Learning Process Works \u003cbr\u003e   The Importance of Risk-taking \u003cbr\u003e The Serious Business Of Play \u003cbr\u003e   Key Characteristics of Play \u003cbr\u003e   Play: Is It a Valuable and Viable Part of Learning? \u003cbr\u003e   How Children Use Play \u003cbr\u003e   Play and Older Students \u003cbr\u003e   Piaget's Stages Revisited \u003cbr\u003e Organizing the Constructivist Classroom and the Role of the Teacher in Constructivism \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003eChapter 3: AUTONOMY: A Self-Starter is Born \u003cbr\u003e Invitational Learning \u003cbr\u003e Autonomy \u003cbr\u003e   Moral Autonomy (\"Free will\") \u003cbr\u003e   Intellectual Autonomy (\"Free choice\") \u003cbr\u003e   Practical Applications of Autonomous Teaching \u003cbr\u003e   Autonomy and Play \u003cbr\u003e Self-Concept \u0026amp; Self-Esteem \u003cbr\u003e Self-Esteem \u003cbr\u003e Creating An Atmosphere For Learning \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003eChapter 4:\u003cbr\u003e THE BRAIN IN A PLAIN BROWN WRAPPER:\u003cbr\u003e Everything You Ever Wanted to Know About the Brain and Might Be Afraid to Ask \u003cbr\u003e The Human Brain \u003cbr\u003e   Key Brain Structures \u003cbr\u003e   How a Message is Transmitted \u003cbr\u003e Brain Development in Young Children \u003cbr\u003e   The Role of Activity in Brain Growth and Development \u003cbr\u003e   If You Don't Use It, You'll Lose It \u003cbr\u003e   Novelty, Laughter, \u0026amp; Learning \u003cbr\u003e   \"Food\" for Thought \u003cbr\u003e Hemispheric Specialization \u003cbr\u003e   How the Hemispheres of the Brain Work \u003cbr\u003e   Adaptability and Flexibility \u003cbr\u003e   Important Considerations for Learning \u003cbr\u003e Cognitive Theory and the Human Brain \u003cbr\u003e   Learning Is an Active Process \u003cbr\u003e   Learning Is Non-linear \u003cbr\u003e   Learning Is Multi-dimensional \u003cbr\u003e   Learning Is Set Within a Social Context \u003cbr\u003e   Learning Is Influenced by the Affective Domain \u003cbr\u003e   Learning Is Concerned with Cognition and Metacognition \u003cbr\u003e Attention and the Brain \u003cbr\u003e Summary: Developing the Brain-Compatible Classroom \u003c\/p\u003e \u003cp\u003ePart II CREATING THE ROAD MAP FOR TEACHING \u0026amp; LEARNING \u003c\/p\u003e \u003cp\u003eChapter 5: PLANNING: The Itinerary \u003cbr\u003e Getting Started: The \"How People Learn\" Framework \u003cbr\u003e   Knowledge \u003cbr\u003e   Students \u003cbr\u003e   Communities \u003cbr\u003e   Evidence \u003cbr\u003e Planning to Account for Knowledge, Student, Community, and Evidence \u003cbr\u003e   Getting Started \u003cbr\u003e   Theme Planning \u003cbr\u003e   Planning for Centres: Is It Necessary? \u003cbr\u003e   Professional Planning \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003eChapter 6: STARTING WITH WHAT YOU HAVE: Organizing Time, Space, and Materials \u003cbr\u003e Starting with the School: Design Principles \u003cbr\u003e   So What? Classroom Design \u003cbr\u003e   Primary and Upper Elementary Classroom Organization: The Same or Different \u003cbr\u003e   Matching Classroom Design and Teaching Philosophy \u003cbr\u003e   Classroom Decoration? Yours, Mine, and Ours \u003cbr\u003e   Storage: Things to Think About \u003cbr\u003e What Will You Do All Day? Thinking Through the Timetable \u003cbr\u003e   Biological Issues \u003cbr\u003e   Subject and Division Issues \u003cbr\u003e   Organizing Units \u003cbr\u003e   Daily Schedules \u003cbr\u003e   Time Management \u003cbr\u003e   Managing Resources \u003cbr\u003e   Centres in the Classroom \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003eChapter 7: STRATEGIES FOR TEACHING: The Teacher's Tool Kit \u003cbr\u003e Teaching Strategies \u003cbr\u003e  Personal Attitude and Management Skills \u003cbr\u003e   Classroom Management \u003cbr\u003e   Questioning Skills \u003cbr\u003e   Organization Strategies \u003cbr\u003e   Cooperative Learning \u003cbr\u003e The Integrated Day Approach \u003cbr\u003e   Rationale for Using the Integrated Day \u003cbr\u003e   Plan Sheets: A Method of Planning, Implementing, Adjusting, and Tracking in the Integrated Day \u003cbr\u003e   Benefits of the Integrated Day Approach \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003eChapter 8: THE CURRICULUM: Organizing Pieces of the Puzzle \u003cbr\u003e Views of Curriculum \u003cbr\u003e Curriculum: A Contested Arena \u003cbr\u003e   Curriculum Control in Canada \u003cbr\u003e Curriculum Development and Implementation \u003cbr\u003e   Curriculum Mapping for the Classroom Teacher \u003cbr\u003e   Subject Matter: Does It Matter? (Or should there be content-free curriculum) \u003cbr\u003e   A Current Curriculum Issue: Does One Size Fit All? \u003cbr\u003e Student Engagement and Alternative Curriculum Approaches \u003cbr\u003e   Problem- or Project-based Learning \u003cbr\u003e   Integration Across the Curriculum \u003cbr\u003e   Curriculum Orientation \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003eChapter 9: ASSESSMENT AND EVALUATION: The Glass is Half Full \u003cbr\u003e Assessment: The Context of Public Accountability \u003cbr\u003e   Principles of Authentic Accountability \u003cbr\u003e   Testing, Testing, and More Testing: Children, Tests, and Teacher Expectations \u003cbr\u003e   Evaluation and Assessment: The Same or Different? \u003cbr\u003e   Authentic Assessment: What Is It? \u003cbr\u003e   Strategies for Assessment \u003cbr\u003e   Data, Data, and More Data: Answering the \"So What?\" Question \u003cbr\u003e   Teacher Performance Appraisals \u003cbr\u003e  Summary\u003cbr\u003e  \u003cbr\u003e Part III ENHANCING CHILDREN'S THINKING \u003c\/p\u003e \u003cp\u003eChapter 10: ADJUSTING THE PROGRAM: One Size Does Not Fit All \u003cbr\u003e What is Diversity? \u003cbr\u003e   Cultural and Linguistic Diversity \u003cbr\u003e   Maintaining and Fostering Socio-cultural Awareness \u003cbr\u003e   Multiliteracy Pedagogy: An Overview \u003cbr\u003e   Valuing Cultural and Linguistic Diversity \u003cbr\u003e   Another Form of Diversity: The Special Needs Student \u003cbr\u003e   Inclusive Pedagogy \u003cbr\u003e Diversity, Engagement, and Student Achievement \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003eChapter 11: ENRICHMENT: Letting the Genie Out of the Bottle \u003cbr\u003e The Process of Thinking \u003cbr\u003e Creative Thinking \u003cbr\u003e   Creativity and the Arts \u003cbr\u003e   How Teachers Can Foster Creativity \u003cbr\u003e Critical Thinking \u003cbr\u003e Problem Solving \u003cbr\u003e Encouraging Thinking \u0026amp; Promoting Metacognition \u003cbr\u003e   How Teachers Can Facilitate Metacognition \u003cbr\u003e   The Importance of Thinking Skills \u003cbr\u003e   Thinking Skills Revisits Questioning \u003cbr\u003e   Graphic Organizers \u003cbr\u003e   Mind Mapping \u003cbr\u003e   Making Connections \u003cbr\u003e Summary \u003c\/p\u003e \u003cp\u003ePart IV LOOKING AT THE BIG PICTURE\u003cbr\u003e  \u003cbr\u003e Chapter 12: ESTABLISHING BALANCE: Putting It Together \u003cbr\u003e Begin at the Beginning: What Makes a Good Teacher  \u003cbr\u003e Becoming a Co-Learner: Assuming a Critically Reflective Stance \u003cbr\u003e   A Learning Community: What Is It? \u003cbr\u003e   Action Research as a Means to Understand Teaching \u003cbr\u003e Parents, Teachers, and Schools: Partners? \u003cbr\u003e   Getting to Know Parents: What to Do? \u003cbr\u003e   Preparing to Meet Parents: First Impressions Matter \u003cbr\u003e Understanding Performance Appraisal: Teacher Evaluation \u003cbr\u003e   Self Evaluation \u003cbr\u003e The Creation of the Context for Sharing: No More Boundaries \u003cbr\u003e Summary: Finding Balance-Taking Care of the Self \u003c\/p\u003e \u003cp\u003eChapter 13: CLOSING THOUGHTS: \"This Way to the Egress!\" \u003cbr\u003e Alphabet Soup… The 3 Rs \u003cbr\u003e What is Effective Teaching? \u003cbr\u003e   Professional Learning Communities \u003cbr\u003e   Learning with Colleagues \u003cbr\u003e   Benefits of Participation in a Professional Learning Community \u003cbr\u003e   Moral Development \u003cbr\u003e   Character Education \u003cbr\u003e The Only Constant is Change \u003cbr\u003e   Educational Reform and Leadership \u003cbr\u003e  Initiatives in Teacher Education \u003cbr\u003e   The ABC's of Beginning Teaching \u003cbr\u003e   Final Inspirational Thoughts: A Credo for Children \u003cbr\u003e Summary\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTHE WILEY CANADA SERIES IN EDUCATION\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCurriculum Theory and Methods \u003c\/p\u003e\u003cp\u003ePerspectives on Learning and Teaching \u003c\/p\u003e\u003cp\u003eWritten for use in pre-service and in-service curriculum courses, this text provides a balanced and engaging overview of how curriculum and developmental theories help inform the practical needs of the teacher. \u003c\/p\u003e\u003cp\u003e Authors Wendy Frood Auger and Sharon J Rich help you build a critical appreciation of the subtleties of the learning process and the factors that influence the development of students' understanding. The strong pedagogical design provides practical resources as well as a framework that encourages self-reflection as a model for professional growth. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eKEY FEATURES\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003ePersonal Stories\u003c\/b\u003e provide engaging stories that demonstrate how theories can be implemented in the classroom. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eReflective Practice\u003c\/b\u003e activities focus on professional development and highlight the practical implementation of theoretical concepts. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter Activities\u003c\/b\u003e encourage the reader to reflect on the textual material and to make further connections as to how theory informs practice. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eRunning Glossary\u003c\/b\u003e highlights and defines Key Terms as they appear in the text, enabling quick access, full understanding of terms, and ease of reading.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989016527077,"sku":"NP9780470837740","price":65.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470837740.jpg?v=1761782448","url":"https:\/\/k12savings.com\/products\/curriculum-theory-and-methods-isbn-9780470837740","provider":"K12savings","version":"1.0","type":"link"}