New Book: Powerful Knowledge & The Expert Student

 

Visualising Powerful Knowledge to Develop the Expert Student

A knowledge structures perspective on teaching and learning at university

BOOK COVER

This book puts the structure and function of knowledge firmly in the driving seat of university curriculum development and teaching practice. Through the application of concept mapping, the structure of knowledge can be visualised to offer an explicit perspective on key issues such as curriculum design, student learning and assessment feedback. Structural visualisation allows a greater scrutiny of the qualitative characteristics of knowledge so that we can analyse students’ patterns of learning and match them to expert practice.

Based on nearly two decades of research and direct observations of university teaching by the author, this book aims to offer a scholarly account of teacher development.  It focusses on elements that will be of immediate utility to academics who want to develop their teaching to a level of adaptive experts, offering them greater autonomy in their role and a powerful understanding of teaching to escape the repressive routines of the traditional classroom.

Rather than providing a comprehensive review of educational research, this book provides a route through selected theories that can be explored in practice by university teachers on their own or in groups. The book will help academics to identify the nature of powerful knowledge within their disciplines and consider ways that this may be used by students to become active and engaged learners through the manipulation and transformation of knowledge, and so become expert students.

CONTENTS:

Chapter 1:   THE FRAMEWORK:

Linking key ideas.

Chapter 2:   VISUALISING KNOWLEDGE:

Applying concept mapping.

Chapter 3:   PATTERNS OF LEARNING:

Spokes, chains, nets and disciplines.

Chapter 4:   PRESENTING THE CURRICULUM:

Hiding the discipline from view.

Chapter 5:   THE EXPERT STUDENT:

The need to manipulate knowledge.

Chapter 6:   EMBEDDING WIDER THEORY:

Threshold concepts, semantic gravity & punctuated learning.

Chapter 7:   IMPLICATIONS FOR STUDENT FEEDBACK:

Changing the game.

Chapter 8:   REPOSITIONING ACADEMIC/FACULTY DEVELOPMENT OF UNIVERSITY TEACHERS:

Adaptive expertise, pedagogic frailty and exaptation.

 

Click here for order form: Order Form

Publisher’s page:  http://tinyurl.com/jo9utso

Amazon.com:  http://tinyurl.com/z5g4k7t

Amazon.uk:  http://tinyurl.com/z86ek2v

 

 

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