 |
|
|
Item Details
| Title:
|
IMAGINATION IN TEACHING AND LEARNING
AGES 8 TO 15 |
| By: |
Kieran Egan |
| Format: |
Paperback |
| List price:
|
£46.99 |
| Our price: |
£45.58 |
| Discount: |
|
| You save:
|
£1.41 |
|
|
|
|
|
| ISBN 10: |
0415080053 |
| ISBN 13: |
9780415080057 |
| Availability: |
Usually dispatched within 1-3 weeks.
 Delivery
rates
|
| Stock: |
Currently 0 available |
| Publisher: |
TAYLOR & FRANCIS LTD |
| Pub. date: |
21 May, 1992 |
| Pages: |
188 |
| Description: |
In this stimulating book, Kieran Egan discusses what imagination really means for children, providing sample lesson plans to show teachers how to encourage effective learning through stimulating pupils' imagination. |
| Synopsis: |
Young people learn most readily when their imaginations are engaged and teachers teach most successfully when they are able to see their subject matter from their pupils' point of view. It is, however, difficult to define imagination in practice and even more difficult to make full use of its potential. In this original and stimulating book, Kieran Egan, winner of the prestigous Grawemeyer award for education in 1991, discusses what imagination really means for children and young people in the middle years and what its place should be in the midst of the normal demands of classroom teaching and learning. Egan uses a bright and witty style to move from a brief history of the ways in which imagination has been regarded over the years, through a general discussion of the links between learning and imagination. A selection of sample lesson plans show teachers how they can encourage effective learning through stimulating pupils' imaginations in a variety of curriculum areas, including maths, science, social studies and language work. |
| Illustrations: |
references, index |
| Publication: |
UK |
| Imprint: |
Routledge |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|