The Astonishing Power of Storytelling
- 240bladzijden
- 9 uur lezen
Featuring current cognitive neuroscience research and updated references, this guidebook shows how to leverage the power of storytelling to engage and persuade any audience.
Robert J. Garmston Boeken
Robert J. Garmston is een pedagoog, auteur en cognitief theoreticus. Hij is professor emeritus aan de School of Education van de California State University, Sacramento. Zijn werk richt zich op cognitieve processen in het onderwijs en hoe deze inzichten onderwijspraktijken kunnen verbeteren. Garmston onderzoekt hoe docenten denken en hoe dat denken hun onderwijs beïnvloedt.
Focusing on the art of effective presentations, this book explores best practices for designing and delivering impactful talks. It emphasizes the importance of understanding learning principles and provides strategies for various scenarios, such as delivering a concise two-minute speech and managing audience engagement. Key topics include building confidence, overcoming resistance, and addressing the challenges posed by personal digital devices in training environments, ultimately aiming to enhance the presenter’s skills and the audience's experience.
Lemons to Lemonade
- 200bladzijden
- 7 uur lezen
Prevent meetings from descending into aimless rambling or counterproductive conflicts that end up wasting everybody's valuable time. This resource gives you a playbook to help anyone confidently lead group discussions so that problems get solved, not created.
Cognitive Coaching enhances teachers' abilities for ongoing self-improvement by fostering both individual and collective growth. This updated edition serves as a comprehensive resource, illustrating how educators can develop their skills and capacities over time. It emphasizes the importance of reflective practices and collaborative learning, providing strategies that empower teachers to become more effective in their professional journeys.
Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators, as they consider program content to prepare teachers to teach thinking skills. Teachers, as they assess their own abilities to create classroom conditions for thinking and their readiness to implement a curriculum for developing thinking skills. Curriculum Developers, as they decide how the curriculum should be organized and sequenced according to children¿s developmental levels. Administrators, as they assess and provide leadership for improving the conditions in their schools and classrooms, which allows the stimulating teaching of thinking. Although written some time ago the information is still valid today.