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What's the Use of Lectures (Penguin education) ePub download

by Donald A Bligh

  • Author: Donald A Bligh
  • ISBN: 0140803211
  • ISBN13: 978-0140803211
  • ePub: 1528 kb | FB2: 1538 kb
  • Language: English
  • Category: Personal Transformation
  • Publisher: Penguin Books Ltd; 3rd edition (February 28, 1974)
  • Pages: 256
  • Rating: 4.4/5
  • Votes: 255
  • Format: lit docx azw mobi
What's the Use of Lectures (Penguin education) ePub download

What's the use of lectures? Penguin. Books Ltd. Middlesex, England.

What's the use of lectures? Penguin. A comprehensive guide to the uses and possible abuses of the lecture method. -Stephen Brookfield, Distinguished Professor, University of St. Thomas, St. Paul, Minnesota "A rewarding read for anyone who or not.

November 17, 2018 History. Published 1972 by Penguin in Harmondsworth Series. What's the use of lectures? Close. 1 2 3 4 5. Want to Read. Are you sure you want to remove What's the use of lectures? from your list? What's the use of lectures? by Donald A. Bligh. Published 1972 by Penguin in Harmondsworth. College teaching, Conférences, Lectures and lecturing, Internet Archive Wishlist  .

He offers a well-structured perspective onone of the core activities in higher education.

-Stephen Brookfield, Distinguished Professor, University ofSt. Paul, Minnesota. He offers a well-structured perspective onone of the core activities in higher education.

Bligh summarised the aspirations of the lecture as helping students to acquire knowledge, to think and to change their . UK Centre for Materials Education. 1. What’s the use of lectures? Discussion piece by Professor Peter Goodhew.

Bligh summarised the aspirations of the lecture as helping students to acquire knowledge, to think and to change their attitude to some issue. The evidence he cited indicates that lectures are, on average, no better or worse than any other way of acquiring knowledge but that they are hopeless at making students think or at changing their attitudes.

References B LIGH, . 1972, What’s the use of lectures?, Penguin. 1976, The Self-Teaching Process in Higher Education, Croom Helm. G RIES, . M ULDER, . T UCKER, . T URNER, . 1988, Report of the ACM Task Force on the Core of Computer Science. 1974, The Keller Plan handbook: essays on a personalized system of instruction, Benjamin. M C L EISH, . 1968, The Lecture Method, Cambridge Institute of Education.

Bligh, Donald . What’s the Use of Lectures? (Harmondsworth: Penguin Education, 1972). Reimer, Everett, School is Dead (Harmondsworth: Penguin Education, 1973). Shor, Ira, Critical Teaching and Everyday Life (Montreal: Black Rose Books, 1980)

Bligh, Donald . Boud, David (e., Developing Student Autonomy in Learning (London: Kogan Page, 1981). Coover, Virginia, Ellen Deacon, Charles Esser and Christopher Moore, Resource Manual for a Living Revolution (Philadelphia: New Society Publishers, 1981). Epstein, Herman . A Strategy for Education (Oxford: Oxford University Press, 1970). Shor, Ira, Critical Teaching and Everyday Life (Montreal: Black Rose Books, 1980). Spring, Joel, A Primer of Libertarian Education (Montreal: Black Rose Books, 1975).

Intellect Books, 1998 - 316 من الصفحات. There is a consideration of the techniques of lecturing, including organization, how to make a point, use handouts, and obtain feedback. This work begins by arguing that lectures are most suitable for teaching information, not promoting thought or inspired changes in attitudes, and then goes on to detail factors affecting the learning of information. The text also moves beyond lecturing to discuss alternatives when they are appropriate. عاينة هذا الكتاب . ما يقوله الناس - كتابة مراجعة.

More than 700 studies have confirmed that lectures are less effective than a wide range of methods for achieving almost every educational goal you can think of.

DONALD A. BLIGH was a pioneer in university staff development when he joined London University's Teaching . BLIGH was a pioneer in university staff development when he joined London University's Teaching Methods Unit. -Stephen Brookfield, Distinguished Professor, University ofSt.

A comprehensive guide to the uses and possible abuses of thelecture method.

Mitars Riders
This book may have been written years ago but its information is very timely!
Hugighma
This is a great book o how do present effective lectures.
Quellik
When this book was first published in 1971, the first edition sold out in ten weeks. Long regarded as a classic on the topic of lecturing, this book is an indispensable manual for anyone who aspires to be a skilled lecturer and teacher. It examines the nature of teaching and learning in a classroom lecture-describing how students learn, how much knowledge they retain, and how to enhance their attention and motivation.
Bligh offers a wealth of practical suggestions for making lectures more engaging and effective. Topics include taking notes, using handouts, practising different formats and styles, obtaining feedback, overcoming difficulties, evaluating the lecture, and testing alternative methods when lecturing is not adequate.
Written in an accessible and helpful style, this very readable book is a source of great insight for people who lecture-experienced or not. Teachers at every level will find straightforward and detailed practical advice to help improve their lectures. However, the author reminds us that, like musical composition and performance, lecturing is an art. Skill is acquired by practice rather than by reading books. Yet just as the budding composer may wish to study forms of composition known to have been successful, but later disregard them, so new lecturers may wish it worthwhile to consider the findings of research into lecturing before developing their own style.
Donald A. Bligh was a pioneer in university staff development when he joined London University's Teaching Methods Unit in 1970. He was the first professor and director of continuing education at the University of Dundee (1985-1989) and is now honorary research fellow in computer science at Exeter University.
Usishele
Class collection of data and analysis regarding the (very limited) utility of lecturing for achieving educational objectives beyond information transfer. Do you want to change attitudes, or teach skills, or impart enthusiasm or curiosity? Don't lecture.
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