This book is a compilation of tools, techniques and frameworks for use in the field of entrepreneurship and innovation (E&I) education. Developed and honed over the past two decades, these teaching approaches are combined with well-versed practical insight. As professors know all too well, the human brain cannot articulate more than three or…

Human beings have tremendous potential to acquire new knowledge, develop new skills, and improve their brains throughout life. By explicitly teaching learners about brain plasticity and malleable intelligence (the idea that they can become functionally smarter through effort) and by modeling and teaching specific learning strategies, teachers can…

In recent years, growth mindset, resilience, and belonging have become popular topics for research and practice among college educators. The authors of this new volume deepen the conversation around these noncognitive factors that significantly impact student success. Along with offering support for the development of learning mindsets, this book…

Most educators want to provide appropriate instruction for the diverse learning needs of their students, however moving from theory to practice can stymie both novice and experienced teachers. The author shows middle- and secondary-level teachers how to plan a differentiated lesson from start to finish, detailing the steps to take before, during,…

Knowledge graphs can be used by students as a tool to visualize the structure of concepts and relations between mathematical concepts. Focuses on the graphs produced by students, their appreciation of the structuring activity, and the relationship between their graphs and test results. (Contains 18 references.) (Author/ASK)

Presents three types of simple events knowledge models: (1) a simple list of events; (2) a list of cause-effect sequences; and (3) a list of events that describe a problem and its solution. (SR)

Defines and describes the processes by which students acquire new knowledge: accretion, tuning, and restructuring. Relates these processes to knowledge models presented in earlier columns. Discusses extension activities. (RS)

Considers event phenomena and how such phenomena might be understood in terms of process knowledge models. Presents the step and stage process knowledge model, the classification process knowledge model, and the conditional process knowledge model. (SR)

The concepts of social cognition and cognitive structures are important aspects of constructivism and human communication theory. By asking students to listen to different musical selections and fill in a simple rubric, different schemas become apparent. This creates an opportunity to discuss how cognitions relate to communication. Students who…

Argues that two current receptions of Plato's rhetorical theory that either (1) leave him out, or (2) claim he rejected rhetoric, have serious consequences for contemporary rhetoric and composition studies. Discusses critics who support a third position and claims this position reconnects rhetoric with thinking rather than mere formulizing. (NH)

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Teachers need to assist students in understanding what they read in science textbooks. Presents effective reading as a basis for good problem solving skills. (DDR)

A category system for organizing six thinking skills and methods for teaching these skills, using the concept of time, are provided. Representing a proposed sequential order of development, the six thinking skills are: (1) imaging--the creating of an internal mental representation of an external thing and the labeling of that representation, (2)…

The use of William Perry's (1970) model of cognitive development during the college years to restructure an abnormal psychology course is described. The model provides a framework for students and teachers to understand the confusion and frustration they sometimes experience. Perry proposed that students enter college with tacit epistemological…

Lists some ways that sequences were incorporated into mathematics lessons and explains a teacher's observations about the caliber of thinking and questioning that students develop as they learn appropriate ways to use numbers. Provides a number of questions that have been raised by students and the thinking prompted by a discussion of those…