This Pearson Original edition is published specifically for the University of New England.
The authors advocate an approach to teaching that is based on 'the teacher as reflective practitioner' and to learning that is based on constructivism and metacognition. A reflective practitioner will experiment with a range of strategies and evaluate them for their effectiveness in terms of student learning. Thus the book contains both a summary of some current ideas about learning and a description of many student-centred, active-learning strategies that can be used to supplement didactic teaching in today's diverse classrooms. Specific teaching strategies explored include planning, questioning, explaining and assessing.