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Making Learning Whole: How Seven Principles of Teaching Can Transform Education 1st Edición, Edición Kindle
David Perkins, a noted authority on teaching and learning and co-director of Harvard's Project Zero, introduces a practical and research-based framework for teaching. He describes how teaching any subject at any level can be made more effective if students are introduced to the "whole game," rather than isolated pieces of a discipline. Perkins explains how learning academic subjects should be approached like learning baseball or any game, and he demonstrates this with seven principles for making learning whole: from making the game worth playing (emphasizing the importance of motivation to sustained learning), to working on the hard parts (the importance of thoughtful practice), to learning how to learn (developing self-managed learners).
- Vividly explains how to organize learning in ways that allow people to do important things with what they know
- Offers guidelines for transforming education to prepare our youth for success in a rapidly changing world
- Filled with real-world, illustrative examples of the seven principles
At the end of each chapter, Perkins includes "Wonders of Learning," a summary of the key ideas.
- ISBN-13978-0470384527
- Edición1er
- EditorialJossey-Bass
- Fecha de publicación4 Febrero 2010
- IdiomaInglés
- Tamaño del archivo479 KB
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—R.R. Sherman, emeritus, University of Florida Highly Recommended
Nota de la solapa
David Perkins, a noted authority on teaching and learning, introduces a new, practical, and research-based framework for teaching. Using learning the game of baseball as a metaphor, Perkins illustrates how teaching any subject at any grade level can be made more effective if students are introduced to the "whole game," rather than isolated pieces of a discipline.
PRAISE FOR MAKING LEARNING WHOLE
"David Perkins is one of the great teachers of our time. In this insight-filled book, you can learn how he achieves his educational goals and how you can achieve yours as well."
HOWARD GARDNER, HOBBS PROFESSOR OF COGNITION AND EDUCATION, HARVARD GRADUATE SCHOOL OF EDUCATION; AUTHOR, FIVE MINDS FOR THE FUTURE
"An instant classic! Making Learning Whole will be used for decades by those interested in a framework for making classrooms better places for learning."
GARY S. STAGER, Ph.D., EXECUTIVE DIRECTOR, THE CONSTRUCTIVIST CONSORTIUM
"A must-read for those serious about transforming education to prepare our youth for success in a rapidly changing world."
DR. JAYNE H. MOHR, ASSOCIATE SUPERINTENDENT, TRAVERSE CITY (MICHIGAN) AREA PUBLIC SCHOOLS
"David Perkins goes straight to the heart of the matter. Every educator should read this book, and so should policymakers whose work influences whether and how we can finally make school learning whole."
LINDA DARLING-HAMMOND, CHARLES E. DUCOMMUN PROFESSOR OF EDUCATION, STANFORD UNIVERSITY
Contraportada
David Perkins, a noted authority on teaching and learning, introduces a new, practical, and research-based framework for teaching. Using learning the game of baseball as a metaphor, Perkins illustrates how teaching any subject at any grade level can be made more effective if students are introduced to the "whole game," rather than isolated pieces of a discipline.
PRAISE FOR MAKING LEARNING WHOLE
"David Perkins is one of the great teachers of our time. In this insight-filled book, you can learn how he achieves his educational goals and how you can achieve yours as well."
HOWARD GARDNER, HOBBS PROFESSOR OF COGNITION AND EDUCATION, HARVARD GRADUATE SCHOOL OF EDUCATION; AUTHOR, FIVE MINDS FOR THE FUTURE
"An instant classic! Making Learning Whole will be used for decades by those interested in a framework for making classrooms better places for learning."
GARY S. STAGER, Ph.D., EXECUTIVE DIRECTOR, THE CONSTRUCTIVIST CONSORTIUM
"A must-read for those serious about transforming education to prepare our youth for success in a rapidly changing world."
DR. JAYNE H. MOHR, ASSOCIATE SUPERINTENDENT, TRAVERSE CITY (MICHIGAN) AREA PUBLIC SCHOOLS
"David Perkins goes straight to the heart of the matter. Every educator should read this book, and so should policymakers whose work influences whether and how we can finally make school learning whole."
LINDA DARLING-HAMMOND, CHARLES E. DUCOMMUN PROFESSOR OF EDUCATION, STANFORD UNIVERSITY
Biografía del autor
THE AUTHOR
David Perkins, Ph.D., is a senior professor of education at the Harvard Graduate School of Education and senior co-director (with Howard Gardner) of Project Zero, an educational research group known particularly for its work on learning for understanding, thinking, and multiple intelligences. Perkins is a noted international speaker and author of several books, including Smart Schools and The Eureka Effect.
Detalles del producto
- ASIN : B0037NWZZ0
- Editorial : Jossey-Bass; 1er edición (4 Febrero 2010)
- Fecha de publicación : 4 Febrero 2010
- Idioma : Inglés
- Tamaño del archivo : 479 KB
- Texto a voz : Activado
- Lector de pantalla: : Respaldados
- Tipografía mejorada : Activado
- X-Ray : No activado
- Word Wise : Activado
- Notas adhesivas : En Kindle Scribe
- Número de páginas : 276 páginas
- Números de página - ISBN de origen : 0470384522
- Clasificación en los más vendidos de Amazon: nº1,140,604 en Tienda Kindle (Ver el Top 100 en Tienda Kindle)
- nº259 en Metas y Objetivos de la Educación
- nº2,378 en Pedagogía
- nº14,206 en Métodos de Enseñanza
- Opiniones de clientes:
Sobre el autor
David Perkins is a researcher, developer, writer, speaker, and Professor Emeritus at the Harvard Graduate School of Education. Themes close to his heart include creative and critical thinking, the nature of intelligence, organizational learning and change, deep teaching and learning, and learning through the arts. He has authored and co-authored more than a dozen books on these matters. He is a founding member of the research and development group Project Zero at the Harvard Graduate School of Education, an initiative still in full swing after 55 years, co-directed Project Zero for nearly 30 years, and continues his professional activities through it.
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Perkins begins with the basic premise that most formal education in our world approaches ideas, concepts, subjects, and disciplines in a piecemeal approach instead of looking at the big picture. We are subject, in school, to what he calls "elementitis" and "aboutitis," or breaking down learning into discrete, unconnected bits that frequently - usually - never do get connected. It's a fractured curriculum, with a narrow focus on standards which are frequently based on disjointed accumulations of facts. We teach what's relevant to what's going to be tested. Perkins says we go through our years of schooling in this lurching, broken way, "with the whole game nowhere in sight."
So what to do about it? Perkins, along with Howard Gardner, is a co-director of Harvard Graduate School's Project Zero, which aims to investigate education and learning in a holistic way. Project Zero has supported the concept of Teaching for Understanding. Its researchers are in the forefront of studying what education can look like for the 21st century. Perkins proposes that we look at education with an eye for bigger goals than just accumulating disconnected pieces of knowledge, without discounting the need for skills and foundational knowledge.
To do this, he sets out seven principles of teaching that can make significant changes in how a teacher plans and implements a curriculum in any subject area, for any grade level. Suggested classroom practices are included, but more than that, the book is about different ways of thinking, for both teachers and students. Written in Perkins' delightful wry voice, Making Learning Whole is motivating, inspiring, and very accessible. Perkins recognizes past and current research into the process of learning, and cites numerous additional resources in which "visions of meaningful education seem to speak to three basic agendas: enlightenment, empowerment, and responsibility" (p.61).
The seven principles to get started on that vision, a wonderful extended metaphor to the game of baseball, are:
1. Play the Whole Game: Get students started on accessible, authentic ways of learning; get into the game instead of being always stuck at "threshold experiences."
2. Make the Game Worth Playing: Get students started with deep disciplinary thinking and investigating processes. Be able to answer the question, "Why are we studying this?"
3. Work on the Hard Parts: Find ways to support and fine-tune areas where individual students are stuck, without getting mired in "elementitis."
4. Play Out of Town: Stretch learning to new situations and applications, for tomorrow and not just for the test.
5. Uncover the Hidden Game: Pay attention to the deeper principles beneath the obvious.
6. Learn from the Team... and the Other Teams: Learning is social and constructed in communities. Put those learning groups and communities to work in "participation structures" to deepen experience and proficiency.
7. Learn the Game of Learning: Students can develop intellectual dispositions and learning habits of mind to become self-managed learners.
Teachers, you will love this book! It will inspire you to remember that the most important goal of learning is understanding, and the criterion of understanding is performance: whether the learner can "think and act flexibly with what they know" (p. 49). It will help you go beyond the ordinary routines of skill lessons to look at how your teaching and your students' learning can be transformed. Perkins provides a guide for the "choreography of learning, an effort to organize learning for greater timeliness, focus, effectiveness, and efficiency" (p. 17). Educators of any stripe or level, school administrators, district board members - you need this book also. If education is going to be meaningful in significant ways in our time, we need to be playing the whole game all through school!
Calificado en Estados Unidos el 2 de septiembre de 2023
Given its theoretical blood, the book can thank its author for at least having a conversational tone. Perkins is an engaging "speaker" and, based on the book, one would predict his classes would be entertaining and erudite at once (not a bad combo!). At times he can drift a bit too much into abstractions, but overall, the book reinforces the importance of giving students "junior versions" of "whole games," that is, start-to-finish assignments that replicate authentic practices seen in the real world. Students will buy in if the work is worthwhile, shown to be relevant to THEM, and challenging. They actually WANT to work under those circumstances. And yet so many teachers continue to play the school games their OWN teachers played twenty and thirty years ago. Bits and pieces. Work and assignments you would only find in a school. That sort of thing.
If you haven't read a lot of modern educational theory, this is a great way to be introduced to many of the trends. And if you have, it will be a great way to see the foundational bases (another baseball metaphor for you) of all of your beliefs going forward.
Using highly-interesting stories and metaphors to explain his ideas and principles, the author will soon have you shaking your head in agreement with him, at the same time wondering why so few of these ideas, or anything similar, have ever been implemented in our schools.
He starts from the ground up, showing us that one of the main problems in today's schools is how they teach the many "elements" of subjects, but fail to bring together "the big picture" for students. The difference is huge.
With the overabundance of information and distractions facing our students today, finding cohesion and clarity amongst all the noise is essential. As far as this book is concerned, that's just the beginning. It explores creativity, curiosity, the desire to learn, as well as the practical benefits of real world learning. If you could put a price on all the wisdom and knowledge that you'll discover in the pages of this book, it would be more than a thousand times greater than what's printed on the cover.
For those who haven't yet read this book, run and get yourself a copy of it today.
Very good concept -- I was introduced to this book by Rachel Thomas who is a researcher and co-founder of fast.ai -- an org that is trying to teach Machine Learning and AI to the masses. Their approach follows the concept of "play the whole game" rather than teach bottom up. I think this works for most people who do not have the patience to learn the individual blocks before stepping to the next levels.
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How many employers are finding bright young people with good qualifications who seem unable to research a project for which they have not been given the list of appropriate references, or where the answer is not easily obtained from Professor Google?
The kind of approach developed in this book, which would mean that school children would learn about their past, not only as the stories of their locality and country, vital though this is, but would also be required to engage with the real work of a historian. They might find out and write about some aspect perhaps of their local history, to learn that different people recall and attach significance to different things, to assess opposing explanations and narratives and come to their own conclusions supported by their research. It is this sort of skill that has made history graduates valuable in many walks of life and work, This is in line with 'playing the whole game' advocated by David Perkins, and indeed with several others of his 7 principles - 'making the game worth playing', 'working on the hard parts', 'playing out of town (seeking challenges)', uncovering the hidden game', learning from the team' and 'learning the game of learning'.
It is an easy read (never mind the baseball) and the points are well set out. Even if you are not involved in education, the issues raised here are important for all of us.
Jedes der 7 Prinzipien ist gut beschrieben und durch Studien belegt. Die Beispiele sind durchgängig und gut nachvollziehbar. Es macht auch Spass zu lesen, warum er auf diese Prinzipien kommt.
Gut gefällt mir auch, dass er am Ende sagt, wie mit diesen Prinzipien umzugehen ist. Man kann eben nicht alle auf einmal umsetzen, sondern man muss hier auch mit einer Junior-Version anfangen. Der Autor legt also seine eigenen Massstäbe an sein eigenes Buch.
David Perkins legt wieder ein Werk vor, das die wesentlichen Punkte für ganzheitliches Lernen klar herausarbeitet und leicht zu lesen ist. Er schreibt aus einer persönlichen Perspektive, die sehr sympatisch ist, und er vermeidet jeden moralischen Anspruch.
Wichtige Worte sind im Text hervorgehoben. Jedes Kapitel endet mit einer Zusammenfassung. Das Literaturverzeichnis ist kapitelweise organisiert und kommentiert. Es gibt ein ausführliches Stichwortverzeichnis. Dies macht das Buch zum praktischen Nachschlagewerk.
Sein Buch ist für alle interessant, da jeder Mensch irgendwie und irgendwann lernt. Im Besonderen richtet es sich natürlich an Trainer, Lehrer und Studierende, die mehr darüber erfahren wollen, wie sie gut und effektiv lernen können. Ich hoffe, dass es bald eine deutsche Übersetzung gibt.