Só de fugida… partilhar um recurso magnífico para o qual JL (Herr Mac.) me chamou a atenção há tempos (Livro mais CD). Está relacionado, é claro, com o célebre
How people learn…
How Students learn: History, Mathematics, and Science in the classroom
Um pouco por acaso, acabei por ver também devolvida na pesquisa o capítulo 2 (How Students learn) de um outro livro: Teaching Handbook (Teaching at The Ohio State University). Andei “para trás”… e dei com o dito livro AQUI.
OK. Mais dirigido a professores universitários, mas útil para nós também. E suponho que fosse muito útil em algumas Universidades onde algumas destas questões devem estar um pouco à margem da sua vida quotidiana…
Afinal, tal como é dito no capítulo 2…
As a visiting lecturer at Ohio State some years ago, Professor Tony Grasha of the University of Cincinnati titled his talk, “How Can I Teach You If I Don’t Know How You Learn?” Although Grasha’s question seems perfectly logical, quite amazingly, colleges and universities have traditionally had no formal requirements for any study of learning theory in the backgrounds of the people they hire to teach. The longstanding assumption has been that if one knows a body of knowledge, one can teach it. Recently, this assumption has been questioned and more systematic efforts to prepare graduate students and new faculty for teaching have been undertaken. Knowing how students learn involves exploring theories of cognition and motivation, knowing the backgrounds of the students one will teach, and being aware of differences in learning styles and stages of development among one’s students.
The material offered here will provide an overview of current learning theory, some constructs that have been used by researchers to organize descriptive information on students’ ways of learning, and implications for instructors.
E, também por acaso, outro recurso interessante
How Students learn
A supplement to the Routledge Falmer Key Guides for Effective Teaching in Higher Education series