Author Description

First Published In 2012. Routledge Is An Imprint Of Taylor & Francis, An Informa Company. Cover -- Teaching For Understanding What It Is And How To Do It -- Copyright -- Contents -- List Of Figures -- Preface -- Chapter 1 Quality Counts -- Why A Concern For Understanding? -- A Thumbnail Sketch Of Some Underlying Ideas -- The Structure Of The Book -- Chapter 2 Understanding: A Worthwhile Goal -- What Does Understanding Offer? -- Understanding As A Common Educational Goal -- A Worthwhile Goal But A Secondary Concern -- Chapter 3 The Nature Of Understanding -- Mental Connections And Structures -- Different Kinds Of Understanding -- Understandings In Various Subjects -- Some Other Differences In Understandings -- Providing Support For Understanding -- Chapter 4 Making Connections -- Constructing A Mental Representation -- Working Memory -- The Undermind -- Constraints On Constructing Understandings -- Reconstructed Knowledge -- Chapter 5 Mental Engagement -- A Teaching Orientation -- Mental Engagement -- Explanation -- Questioning -- Forced Prediction -- Game-like Activities -- Reducing Processing Load -- Supporting Mental Processes -- Supporting Particular Kinds Of Understanding -- Practice And Theory -- Chapter 6 Something To Think With -- Representations -- Graphic Organizers -- Analogies -- The Effect Of Analogies -- Kinds Of Analogy -- Analogy And Understanding -- Bridging Analogies -- Using Analogies To Change Perspectives -- Limitations Of Support From Analogies -- Preparing To Offer An Analogy -- Chapter 7 Surrogate Teachers -- The Surrogate Teacher Analogy -- Text As Teacher -- Supporting Understanding With Text -- Text And Teaching -- Supporting Understanding With Information And Communication Technology (ict) -- Ict And Teaching -- Chapter 8 Failing To Understand -- Failure To Understand -- Origins Of Misconceptions. Theories About Dealing With Misconceptions -- Strategies For Dealing With Misconceptions -- Failing To Be Creative -- Emotions Matter Too -- Chapter 9 The Total Learning Environment -- More Than One Hurdle -- The Total Mental Environment -- Learning Behaviours -- Providing An Environment Conducive To Productive Thought -- Distance Education And E-learning Environments To Foster Understanding -- Chapter 10 Knowing What Counts -- Conceptions Of Learning -- Children's Conceptions Of Understanding -- Older Learners' Conceptions Of Understanding -- Teachers' Conceptions Of Understanding And Creative Thought -- Conceptions Of Learning Are Learned -- Chapter 11 Motivated To Understand -- Motivation To Learn -- Accounts Of Learning Motivation -- Values -- Expectancy -- Emotions -- Implications For Supporting Understanding -- Chapter 12 The Self-regulation Of Learning -- The Self-regulation Of Learning -- Examples Of Self-regulatory Strategies -- The Practice Of Conscious Self-regulation -- The Development Of Metacognition -- Learning To Learn -- Self-regulation And Motivation -- Chapter 13 Evaluating Understanding -- An Inescapable Condition -- Some Mechanics Of Assessment -- Windows On Understanding -- Understanding As A Part Of The Learning Environment -- Chapter 14 Changing Minds -- Supporting Understanding -- A Positive And Productive Learning Environment -- Planning For A Positive And Productive Environment -- Just Connect -- Glossary -- References -- Index.