James M. Lang Ordine dei libri (cronologico)

This engaging guide offers practical advice for teachers on leveraging their classroom skills to become more effective public writers. Scholars, having honed their expertise, often struggle to adapt their writing for a general audience, as they are used to addressing peers. James M. Lang emphasizes that academics frequently pitch their research to undergraduates, suggesting a method to translate classroom skills into writing. Lang distills key elements of effective teaching into guidelines for writing for a broader audience, urging authors to consider how readers learn and to embrace creativity in their writing. He prompts readers to reflect on essential questions that great teachers ask: How do I capture students' attention? What stories will clarify complex concepts? When should I allow breaks for deeper thinking? How can I reinforce key messages to spark further curiosity? With examples from successful writers and anecdotes from his own experiences, Lang varies the format of each chapter to maintain engagement. Each chapter concludes with writing prompts to help readers practice their skills, and an appendix offers additional publishing and promotion advice. Teachers who apply Lang’s insights will discover new ways to connect with their audience, transforming their approach to writing.

"Small Teaching fills the gap in higher education literature between the primary research in cognitive theory and the classroom environment. While other books provide research without concrete examples or simply introduce radical theories that ultimately are not useful in the classroom, this book offers simple interventions that can be integrated into pre-existing techniques as well as clear descriptions of how to do so. The term "small teaching" refers to an approach that seeks to spark positive change in the classroom through small but powerful modifications to course design and teaching practices. A small teaching approach or activity may take one of three forms: brief classroom or online learning activities, one-time interventions in a course, or small modifications in course design or communication with students. Each chapter introduces a basic concept in cognitive research that has implications for classroom teaching, explains the rationale for offering it within a specific time period in a typical class, and then provides concrete examples of how this intervention has been used or could be used by faculty in a variety of disciplines. The second edition will feature 20% revised and updated content, including a newly authored preface, updated examples and specific techniques, updated research, a new "self-explanation" chapter, and updated resources."-- Provided by publisher

A respected educator offers a completely new, scientifically-based solution to every teacher's biggest problem: getting students to pay attention