FOREWORD 1
FOREWORD 2
序―
序二
PREFACE AND ACKNOWLEDGEMENTS
1 INTRODUCTION
1.1 WHY WE NEED PARTICPATORY TEACHING AND LEARNING
1.2 WHAT ARE PARTICPATORY TEACHING METHODS
1.3 ТHE WHY OF THIS GUIDE
1.3.1 Participatory teaching is still far from common practice
1.3.2 Origin and added value of this guide
1.3.3 Needs addressed by this guide
1.4 FOR WHOM IS THIS GUIDE
1.5 CONTENT OF THIS GUIDE
1.6 HOW TO USE THIS GUIDE
1.7 A NOTE ON STYLE, GENDER AND JARGON
1.8 HOW WE ATTRIBUTED CREDITS
PART Ⅰ INSTITUTIONALISING PARTICIPATORY TEACHING & LEARNING IN YOUR SCHOOL
2 CREATING AN ENABLING SCHOOL ENVIRONMENT
2.1 PROMOTING PARTICIPATORY TEACHING REQUIRES JOINT ACTION OF ALL ACTORS INVOLVED
2.2 WHICH INSTITUTIONAL FACTORS INFLUENCE THE USE OF PARTICIPATORY TEACHING METHODS?
2.2.1 The school community's culture
2.2.2 School policies, organisational arrangements, and resources
2.2.3 Government policies, regulations, and standards
2.3 MOTIVATING TEACHERS
2.4 MOTIVATING STUDENTS
2.5 BEST PRACTICES TO MAINSTREAM PARTICIPATORY TEACHING
3 ENHANCING PROFESSIONAL COMPETENCIES FOR PARTICIPATORY TEACHING
3.1 COMPETENCIES NEEDED FOR PARTICIPATORY TEACHING
3.2 HOW TO DEVELOP THESE COMPETENCIES
3.2.1 What teachers can do
3.2.2 What school leaders can do
3.3 AN NTRODUCTORY TEACHER TRANNG WORKSHOP ON PARTICIPATORY TEACHING AND LEARNING
PART Ⅱ PUTTING PARTICIPATORY TEACHING & LEARNING INTO PRACTICE
4 BASIC CONSIDERATIONS FOR YOUR CHOICE OF PARTICIPATORY TEACHINC METHODS
4.1 WHAT ARE THE LEARNING GOALS THAT THE METHODS NEED TO HELP ACHIEVE？
4.2 WHAT LEARNING PROCESSES MUST STUDENTS PERFORM TO ACHIEVE THESE LEARNING GOALS？
4.3 WHAT TEACHING METHODS PROMOTE THESE LEARNING PROCESSES？
5 TAKE A NEW LOOK AT YOUR COURSES'LEARNING GOALS AND THE WAY TO ACHIEVE THEM
5.1 FORMULATING STUDENT-CENTRED LEARNING GOALS FOR YOUR COURSES
5.2 CLASSIFYING AND ORGANISING YOUR COURSES'LEARNING GOALS BASED ON COMPLEXITY
5.2.1 The knowledge dimension
5.2.2 The cognitive process dimension
5.3 INTEGRATING THE ACHIEVEMENT OF LOWER-AND HIGHER ORDER LEARNING GOALS
5.4 COGNITIVE COMPLEXITY IS TRIGGERED BY DIFFERENT TYPES OF QUESTIONS
5.5 INCLUDING TRANSVERSAL COMPETENCIES IN YOUR COURSE'S LEARNING GOALS
6 HOW STUDENTS LEARN-IMPLICATIONS FOR TEACHING
6.1 GETTING YOU THINKING ABOUT LEARNING
6.2 THE ROLE OF KNOWLEDGE LEARNED FROM EXPERIENCE IN FORMAL EDUCATION
6.3 LEARNING LOWER-ORDER AND HIGHER-ORDER THINKING NEED TO GO HAND IN HAND
6.4 THE NEED FOR ACTIVE LEARNING-HELPING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING
6.5 STUDENTS HAVE DIFFERENT LEARNING STYLES
6.6 STUDENTS GREATLY BENEFIT FROM MUTUAL LEARNING IN A CHALLENGING, SECURE LEARNING ENVIRONMENT
6.7 WHEN AND HOW STUDENTS LEARN FROM LECTURES-AND WHEN NOT
6.8 BASIC EDUCATIONAL PRINCIPLES FOR EFFECTIVE TEACHING AND LEARNING
6.9 CONTRASTING TWO APPROACHES TO TEACHING AND LEARNNG
7 INTEGRATING PARTICIPATORY TEACHING METHODS INTO YOUR TEACHING
7.1 HOW TO STUDY THIS CHAPTER
7.2 OUR COLLECTION OF PARTICIPATORY TEACHING METHODS AT YOUR CHOICE
7.2.1 How we selected the methods
7.2.2 Format and presentation of the methods
7.2.3 How we categorised and ordered the methods
7.3 STEP-BY-STEP: FROM USING SIMPLE TO COMPLEX TEACHING METHODS
Step 1-Getting to know your students and their expectations
Step 2-Making your lecture or demonstration interactive
Step 3-Socratic questioning: An inductive method of interactive lecturing
Step 4-Having students work in pairs
Step 5-Discussing with the whole class
Step 6- Using play-based methods
Step 7-Using small group discussion methods and developing the needed skills and attitudes
Step 8-Coopera
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