Teaching Intensive Accelerated

ISBN-13: 9780787968939 / Angielski / Miękka / 2010 / 256 str.

Raymond J Wlodkowski

Opis

In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. Teaching Intensive and Accelerated Courses makes full use of the authors' twenty years of experience researching and teaching accelerated courses, along with selected strategies from Wlodkowski's classic Enhancing Adult Motivation to Learn, to offer tried-and-true practices instructors can use to provide continuously engaging learning.

Spis treści

Preface.

About the Authors.

1 Understanding Accelerated and Intensive Courses as Excellent Learning Experiences.

2 Using a Motivational Framework to Enhance Learning in Accelerated and Intensive Courses.

3 Being a Motivating Instructor.

4 Establishing Inclusion in a Learning Environment.

5 Developing Positive Attitudes Toward Learning.

6 Enhancing Meaning in Learning.

7 Engendering Competence Among Learners.

8 Designing Instruction for Intensive and Accelerated Courses.

9 Strengthening Instruction and Retention .

References.

Index.

O autorze

Raymond J. Wlodkowski is professor emeritus in the College for Professional Studies at Regis University and the founding executive director of the Commission for Accelerated Programs (CAP). He is the author of Enhancing Adult Motivation to Learn, winner of the Phillip E. Frandson Award for Literature.

Margery B. Ginsberg is an associate professor in the Leadership for Learning program in the College of Education at the University of Washington, Seattle. As a scholar–practitioner, she is the author, with Raymond J. Wlodkowski, of Diversity and Motivation: Culturally Responsive Teaching in College from Jossey–Bass.

Blurb

In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. Teaching Intensive and Accelerated Courses makes full use of the authors′ twenty years of experience researching and teaching accelerated courses, along with selected strategies from Wlodkowski′s classic Enhancing Adult Motivation to Learn, to offer tried–and–true practices instructors can use to provide continuously engaging learning.

Praise for Teaching Intensive and Accelerated Courses

"Part–time teachers who work in accelerated degree programs are an enormous and grossly underserved group of adult education faculty. In this indispensable text, Wlodkowski and Ginsberg, two teachers with extensive firsthand experience of accelerated learning formats, provide an accessible, practical, and highly readable guide to engaging learners in these programs. Warm, wise, and down–to–earth, this will be an invaluable resource for teachers in these programs and for faculty developers everywhere." Stephen D. Brookfield, Distinguished University Professor, University of St. Thomas, Minnesota

"Whether you are an experienced teacher of accelerated courses or about to become a new one, I can′t think of a better guide and standard–setter than this book. Wlodkowski and Ginsberg have created an instructional theory with practices that mirror the very principles and processes they advocate. Central to their thesis is the need to create conditions that will allow adults′ natural desire to learn to emerge; in my view, this perspective is often lost in adult learning courses in the name of efficiency or productivity. That is one of the many reasons this book is refreshing in both its approach and the values it espouses." Pamela Tate, president and CEO, The Council for Adult and Experiential Learning

"What a helpful resource for faculty professional development! The information is strategic without being formulaic. New faculty can use this book as a resource to design their materials and to use their existing skills to help adults learn. The parts of this book that focus on graduate students are extremely insightful." Victoria Gardner, director, Office of Multicultural Affairs, University of Washington School of Medicine