The Models of Engaged Learning and Teaching : : Connecting Sophisticated Thinking from Early Childhood to PhD.

• Superior document: SpringerBriefs in Education Series
• Author: Willison, John.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Series: SpringerBriefs in Education Series
• Physical Description: 1 online resource (157 pages)

Table of Contents

• Intro
• Preface
• Place Value
• Acknowledgements
• Contents
• Acronyms
• 1 What Is Our Purpose?
• 1.1 Purpose
• 1.2 MELT Components
• 1.2.1 MELT Facets
• 1.2.2 Continuum of Learning Autonomy
• 1.2.3 MELT as a Thinking Routine
• 1.3 Parachute
• 1.3.1 MELT Features in Parachute
• 1.4 100 Billion Brains: Learning from Human Prehistory to Contemporary Classrooms and Learning Environments
• 1.4.1 Beaver and Human Know-How
• 1.4.2 Inevitable Earth: Problems with Dams
• 1.5 One Billion Brains More: The Problems We Face Need Research-Mindedness
• 1.6 Structure of This Book
• 1.7 Conclusion: Student Learning that Resonates
• References
• 2 What Will We Use?
• 2.1 Introducing the Models of Engaged Learning and Teaching
• 2.1.1 A Holistic View
• 2.1.2 The Origins of the MELT
• 2.1.3 Learning Autonomy
• 2.2 Silver Fluoride
• 2.3 Student Experiences of MELT Facets and Autonomy
• 2.3.1 Embark &amp
• Clarify
• 2.3.2 Find &amp
• Generate
• 2.3.3 Evaluate &amp
• Reflect
• 2.3.4 Organise &amp
• Manage
• 2.3.5 Analyse &amp
• Synthesise
• 2.3.6 Communicate &amp
• Apply
• 2.3.7 Spiralling, Recursive and Messy
• 2.4 Conclusion: Engagement, Adaptability, Fluidity and Ownership
• References
• 3 How Do We Arrange?
• 3.1 MELT Connecting
• 3.2 Many Models Across Educational Levels and Contexts
• 3.2.1 Early Childhood
• 3.2.2 Year 4/5 Primary
• 3.2.3 Year 6 Primary School
• 3.2.4 Year 8 Subject-Specific: A Case Study
• 3.2.5 Year 7-10 High School Transdisciplinary Projects
• 3.2.6 Technical Education
• 3.2.7 Undergraduate
• 3.2.8 Work Integrated Learning
• 3.2.9 Course-Based Master's Degree Programmes
• 3.2.10 Academic Research: Doctoral, Master's and Early Career Research (ECR)
• 3.2.11 Interdisciplinary Studies and Digital Literacy
• 3.3 Outside the MELT Parameters
• 3.4 Conclusion: Commonality with Adaptability.
• References
• 4 What Do We Trust?
• 4.1 Gullible Consumers or Discerning Users?
• 4.2 Shrink
• 4.3 MELT Analysis of Shrink
• 4.3.1 What Did Tara Trust?
• 4.4 Three Theoretical Orientations to Learning: Objectivism, Social Constructivism and Personal Constructivism
• 4.5 Understanding the Three Theories Using the Example of Shrink
• 4.5.1 Objectivist Perspective on Shrink
• 4.5.2 Personal Constructivist perspective on Shrink
• 4.5.3 Social Constructivism on Shrink
• 4.5.4 All Three
• 4.6 Theoretical Underpinning of MELT
• 4.6.1 Theory on Learner and Teacher Autonomy
• 4.6.2 Autonomy and Metaphor Together
• 4.7 Trusting the MELT?
• 4.8 Conclusion: Conversations and Arguments
• References
• 5 What Does It Mean?
• 5.1 Situating Contemporary Learning Theories/Ideas
• 5.1.1 Threshold Concepts [2]
• 5.1.2 Cognitive Load Theory [3]
• 5.1.3 Connectivism [4]
• 5.1.4 Schön's Reflective Practitioner [5]
• 5.1.5 Corporately Destructive or Mutually Informative?
• 5.2 MELT for Curriculum Design and Improvement
• 5.2.1 Teacher Action Research
• 5.2.2 Conjoined Action Research: From the Transferability of Individual Studies to Generalisability When Using an a Priori Framework
• 5.3 Conclusion: Multifaceted Use with the Same Overarching Purpose
• References
• 6 How Do We Relate?
• 6.1 Soyuz and Apollo: A Story About a Cold War Meeting in Orbit
• 6.2 Inevitable Earth
• 6.3 Evitable Earth
• 6.4 Retheorising Theory in Education, from 'Competition' to 'Complement'
• 6.5 Conclusion: It's Only When We Relate to Divergent Practices, Concepts and Places in Education that We Will Solve Our Educational Problems
• References
• 7 How Much Guidance?
• 7.1 Autonomy: Engaged Learning, Engaged Teaching
• 7.2 Conclusion: Structure Provided, Creativity Needed
• References
• Glossary of MELT Terms
• Index.