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In this book, James Lang presents a strategy for improving student learning with a series of small but powerful changes that make a big difference―many of which can be put into practice in a single class period. These are simple interventions that can be integrated into pre-existing techniques, along with clear descriptions of how to do so. Inside, you’ll find brief classroom or online learning activities, one-time interventions, and small modifications in course design or student communication. These small tweaks will bring your classroom into alignment with the latest evidence in cognitive research.    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 features revised and updated content including a newly authored preface, new examples and techniques, updated research, and updated resources.       How can you make small tweaks to your teaching to bring the latest cognitive science into the classroom?  How can you help students become good at retrieving knowledge from memory?  How does making predictions now help us learn in the future?  How can you build community in the classroom?    Higher education faculty and administrators, as well as K-12 teachers and teacher trainers, will love the easy-to-implement, evidence-based techniques in Small Teaching.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":49741647675665,"sku":"NGR9781119755548","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":49999301968145,"sku":"CIN1119755549VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":50985516761361,"sku":"NIN9781119755548","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":52105697001745,"sku":"CIN1119755549G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":52693818802449,"sku":"GOR012693647","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1119755549.jpg?v=1751080434"},{"product_id":"on-course-book-james-m-lang-9780674047419","title":"On Course","description":"On Course is full of experience-tested, research-based advice for graduate students and new teaching faculty. 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Not only was his no-cellphones policy ineffective (even his best students ignored it), he realized that he, like many of his fellow teachers, was missing an important point. The problem isn't phones. It's our antiquated notions of the brain. In Distracted, Lang makes the case for a new way of thinking about how to teach young minds based on the emerging neuroscience of attention.  Although we have long prized the ability to focus, the most natural way of thinking is distraction. Our brains are designed to continually scan our environment, looking for new information, occasionally wandering off in different directions in search of new insights. This is not to say that iPhones are not good at distracting us, but that what they represent is in principle nothing new, because sustained periods of intense focus are not what humans are good at.   Of course, we still do need to pay attention to learn. The problem is that we think of learning as a matter of managing distraction, when we should instead think of it as actively cultivating attention. This starts with letting go of technology bans, which are little more than a fig leaf applied to the objective difficulty of paying attention. But it involves more active ways of rethinking classroom conventions too. For example, rather than structuring lessons as 45 or 60-minute blocks of lecturing, teachers could segment their classes into a series of smaller lessons, with regular shifts in focus, appealing to the brain's interest in novelty.   Simple changes can drastically improve students' performance, and in Distracted, Lang takes readers on a sprawling tour of how some of America's best teachers are improving student performance using concepts such as modular classrooms, flow states, and student-directed learning. 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