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Promoting Executive Function in the Classroom de Lynn Meltzer

Promoting Executive Function in the Classroom: What Works for Special-Needs Learners

Autor Lynn Meltzer
en Limba Engleză Paperback – 13 aug 2010

Considerăm că volumul Promoting Executive Function in the Classroom reprezintă o resursă esențială prin abordarea sa interdisciplinară, situată la intersecția dintre neuropsihologie, psihologia educației și pedagogia aplicată. Autorii nu tratează funcțiile executive ca pe un subiect izolat, ci ca pe un sistem integrat care susține performanța academică prin procese cognitive fundamentale: planificarea, prioritizarea și monitorizarea propriului progres. Notăm cu interes modul în care lucrarea extinde cadrul propus de Executive Function in Education, Second Edition cu date noi din practica curentă la clasă, oferind instrumente de evaluare și tehnici de predare care pot fi implementate imediat, fără a necesita o restructurare totală a curriculumului.

În contextul operei sale, Lynn Meltzer continuă să exploreze dinamica succesului școlar începută în The Power of Peers in the Classroom. Dacă în lucrările anterioare accentul cădea pe sprijinul social și colaborarea între elevi, volumul de față se concentrează pe mecanismele interne de autoreglare necesare fiecărui cursant. Structura cărții este riguros organizată în două părți: prima fundamentează teoretic necesitatea unei culturi a funcțiilor executive în secolul XXI, în timp ce a doua oferă un ghid practic pe capitole dedicate memoriei de lucru, rezolvării flexibile a problemelor și auto-monitorizării. Această progresie logică transformă concepte abstracte din neuroștiințe în strategii concrete de sprijinire a elevilor cu dificultăți de învățare sau de atenție.

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Specificații

ISBN-13: 9781606236161
ISBN-10: 1606236164
Pagini: 252
Ilustrații: Illustrations
Dimensiuni: 203 x 267 x 18 mm
Greutate: 0.58 kg
Ediția:1
Editura: Guilford Publications
Colecția Guilford Press
Seria What Works for Special-Needs Learners

Public țintă

Professional Practice & Development

De ce să citești această carte

Recomandăm această carte cadrelor didactice și psihologilor școlari care doresc să treacă de la simpla transmitere de informații la formarea unor elevi autonomi. Cititorul câștigă acces la 15 instrumente practice gata de fotocopiat și strategii de diferențiere a instruirii. Este un ghid metodologic care demonstrează cum optimizarea modului în care învață copiii (procesul) îmbunătățește direct rezultatele a ceea ce învață (conținutul).

Despre autor

Lynn Meltzer este o figură de referință în domeniul educației speciale și al psihologiei dezvoltării, fiind recunoscută pentru cercetările sale asupra funcțiilor executive. Deși este implicată activ în educația timpurie, expertiza sa se extinde asupra întregului spectru școlar K-12. Prin activitatea sa în cadrul editurii Guilford Publications, a coordonat numeroase proiecte care traduc descoperirile din neuroștiințe în practici pedagogice accesibile, militând pentru o abordare a învățării centrată pe strategii cognitive și reziliență emoțională.

Recenzii

"An excellent, detailed overview of how executive functions can be integrated into classroom instruction for all grade levels. The book is very teacher friendly, including many examples and useable forms and techniques. A major appeal of the book is its focus on creating a classroom culture that fosters executive function for all students, rather than just presenting remediation techniques for those having difficulties. The strategies for screening and ongoing assessment mean that the book can easily be used as part of a schoolwide response-to-intervention or positive behavioral support system. Each chapter follows the same format, explaining first why the area is important, and then how to implement instruction at elementary, middle, and high school levels." - Catherine A. Fiorello, School Psychology Program, Temple University, USA
"This book succeeds very well in its goal of providing usable information for teachers and other school professionals. The chapters are well written, informative, clear, and practical. The case studies and numerous case examples are excellent. These human touches help to illustrate the many areas of executive functioning that can be supported and enhanced for children with disabilities as well as typically developing children." - Margaret Semrud-Clikeman, Departments of Psychology and Psychiatry, Michigan State University, USA
"This very readable book enables teachers to explicitly teach implicit learning skills. It balances research and practice in reminding educators that students can't master the material they need to know if we don't teach them how to do it. Meltzer shares tested strategies and abundant classroom examples. She provides necessary tools for supporting academic growth in a wide range of students, and for helping students experience the critical truth that informed effort is the key to success. This book really gets the job done!" - Carol Ann Tomlinson, William Clay Parrish, Jr. Professor and Chair, Department of Educational Leadership, Foundations, and Policy, University of Virginia, USA
"Teachers will find this book enormously useful, easy to understand, and easy to implement. Each chapter includes a remarkable array of rubrics, templates, checklists, and examples. The book looks strategically at the role of executive function (EF) in teaching and learning, showing how EF deficits can be impediments to academic, personal, and social success. By creating a culture of EF, teachers and administrators can support the growth of self-aware, resilient, problem-solving students who are ready to take on the challenges of learning, in school and beyond." - Lou Salza, Headmaster, Lawrence School, Broadview Heights, Ohio, USA
"This is an excellent book. It will be very useful for practitioners across the grade levels, as well as for teacher educators. It is the clearest and most informative description of how to foster students' executive functioning that I have seen. The quotes, vignettes, and many examples all bring the book to life. I highly recommend it!" - Janette Klingner, School of Education, University of Colorado at Boulder, USA

Cuprins

Part 1. Understanding Executive Function: The Challenge for 21st-Century Teachers. L. Meltzer, Understanding, Assessing and Teaching Executive Function Processes: The Why, What, and How. L. Meltzer, S. Basho, Creating a Classroomwide Executive Function Culture That Fosters Strategy Use, Motivation, and Resilience. Part 2. Scaffolding Executive Function Processes into the Curriculum Content. K. Krishnan, M. J. Feller, M. Orkin, Goal Setting, Planning, and Prioritizing: The Foundations of Effective Learning. K. Krishnan, M. J. Feller, Organizing: The Heart of Efficient and Successful Learning. D. M. Kincaid, N. Trautman, Remembering: Teaching Students How to Retain and Mentally Manipulate Information. L. Meltzer, J. S. Bagnato, Shifting and Flexible Problem Solving: The Anchors for Academic and Life Success. J. S. Bagnato, L. Meltzer, Self-Monitoring and Self-Checking: The Cornerstones of Independent Learning. J. A. Stein, Emotional Self-Regulation: A Critical Component of Executive Function. Part 3. Case Studies: Addressing Executive Function Weaknesses Across the Grades, Lena Hannus-Suksi, Laura Sales Pollica, Wendy Stacey, Melissa J. Feller, and Jason Bendezu. Appendix: Reproducibles for the Classroom.

Notă biografică

Edited by Lynn Meltzer, PhD, Research Institute for Learning and Development, Lexington, MA; Harvard Graduate School of Education; and Department of Child Development, Tufts University, USA

Descriere

Accessible and practical, this book helps teachers incorporate executive function processes ߝ such as planning, organizing, prioritizing, and self-checking ߝ into the classroom curriculum. Chapters provide effective strategies for optimizing what K-12 students learn by improving how they learn. Noted authority Lynn Meltzer and her research associates present a wealth of easy-to-implement assessment tools, teaching techniques and activities, and planning aids. Featuring numerous whole-class ideas and suggestions, the book also covers the nuts and bolts of differentiating instruction for students with learning or attention difficulties. Case examples illustrate individualized teaching strategies and classroom accommodations. Fifteen reproducibles are included; the large-size format facilitates photocopying and day-to-day reference.
This book will be invaluable to classroom teachers and special educators in grades K-12, teacher educators, school psychologists, and neuropsychologists.