Eleanor Armour-Thomas – författare

Principles of Dynamic Pedagogy reinvigorates teachers’ potential to cultivate meaningful growth in their students by leveraging a more reciprocal, interdependent relationship between curriculum, instruction, assessment, and learning. The latest findings from cognitive science, educational psychology and measurement, clinical practice, and socio-cultural studies offer today’s educators a unique opportunity to accommodate the strengths and challenges of diverse learners. How does this research synthesize into an iterative pedagogical process that fosters engaged, responsive students and facilitates their achievement of learning goals and objectives?

Principles of Dynamic Pedagogy introduces students, faculty, and scholars of teacher education to the metacognitive competencies needed to ensure that students acquire, revisit, and explicitly comprehend their emerging knowledge and skills throughout the lessons of a curriculum unit. Driven by the conceptual and empirical foundations of the Dynamic Pedagogy model, this book will support current and future educators in consistently guiding their students to recognize, apply, and improve feedback on using metacognitive and cognitive processes for learning. Regardless of domain, teachers will be better prepared to manage their classrooms with a coherent approach to decision-making, adjustments to practice, monitoring and feedback, assessment design, and reflection.

Principles of Dynamic Pedagogy reinvigorates teachers’ potential to cultivate meaningful growth in their students by leveraging a more reciprocal, interdependent relationship between curriculum, instruction, assessment, and learning. The latest findings from cognitive science, educational psychology and measurement, clinical practice, and socio-cultural studies offer today’s educators a unique opportunity to accommodate the strengths and challenges of diverse learners. How does this research synthesize into an iterative pedagogical process that fosters engaged, responsive students and facilitates their achievement of learning goals and objectives?

Principles of Dynamic Pedagogy introduces students, faculty, and scholars of teacher education to the metacognitive competencies needed to ensure that students acquire, revisit, and explicitly comprehend their emerging knowledge and skills throughout the lessons of a curriculum unit. Driven by the conceptual and empirical foundations of the Dynamic Pedagogy model, this book will support current and future educators in consistently guiding their students to recognize, apply, and improve feedback on using metacognitive and cognitive processes for learning. Regardless of domain, teachers will be better prepared to manage their classrooms with a coherent approach to decision-making, adjustments to practice, monitoring and feedback, assessment design, and reflection.

This research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, this fourth edition features:

Chapter-specific updates include updated research literature, refinements to Tables 2.1 and 3.1 for depth and clarity, and updated examples of student work. Thoroughly revised throughout, the fourth edition continues to provide preservice mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve their instructional practice.

This research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, this fourth edition features:

Chapter-specific updates include updated research literature, refinements to Tables 2.1 and 3.1 for depth and clarity, and updated examples of student work. Thoroughly revised throughout, the fourth edition continues to provide preservice mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve their instructional practice.