Teach with Style: A Comprehensive System for Teaching Adults.

Autor/in	Teeters, Jim
Titel	Teach with Style: A Comprehensive System for Teaching Adults.
Quelle	(2001), (170 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-929610-05-X
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Adult Educators; Adult Learning; Adult Students; Children; Classroom Techniques; Comparative Analysis; Definitions; Delivery Systems; Educational Environment; Educational Strategies; Guidelines; Instructional Development; Learning Activities; Learning Processes; Learning Theories; Professional Development; Self Evaluation (Individuals); Systems Approach; Teacher Improvement; Teacher Role; Teacher Student Relationship; Teaching Methods; Teaching Styles; Theory Practice Relationship; Workshops + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Adult educator; Erwachsenenbildner; Lehrer; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Child; Kind; Kinder; Klassenführung; Begriffsbestimmung; Auslieferung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie; Richtlinien; Teaching improvement; Unterrichtsentwicklung; Lernaktivität; Learning process; Lernprozess; Learning theory; Lerntheorie; Systemischer Ansatz; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Theorie-Praxis-Beziehung; Lernwerkstatt; Schulung
Abstract	This document is designed to help adult educators implement the Teach with Style model of teaching adults. The introduction discusses how adults learn and the best way to teach them. Chapter 1 explains the tenets of the Teach with Style model, which is based on four distinct instructor styles. Chapters 2-5 detail the strategies and activities associated with the four instructor styles, which are as follows: (1) systematic (collaborate with participants as you plan; assess participant learning needs and styles; set clear, meaningful goals; plan to reach your goals; evaluate your plan); (2) stimulating (present information in interesting, useful ways; use active learning approaches; encourage creativity; help participants solve real problems; help participants practice new learning); (3) spontaneous (help participants tell their stories; make learning funny and fun; use imagination and the arts; build in risk taking; take time to reflect); and (4) safe (help participants feel at home; let participants know what to expect; help participants get acquainted; keep time commitments; build trust and openness). Chapters 6-8 cover the following topics: planning for balanced instruction; practical application of the instructor styles, strategies, and learning activities; and planning for continuous improvement. Thirty-one tables are included. A summary of the model is appended. (MN)
Anmerkungen	Redleaf Press, 450 N. Syndicate, Suite 5, Saint Paul, MN 55104; Tel: 800-423-8309 (Toll Free); Fax: 800-641-0115; Web site: http://www.redleafpress.org/index.asp (#132001; $29.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01