In this book, Dr Ted Bailey uses his research to offer an analogical approach, which can guide and inspire teachers and trainers, both new and experienced, in their daily practice. Using analogies to explain things is implicitly part and parcel of our everyday communication so it makes sense to apply them when introducing new or complex ideas or skills. Drawing an analogy from the daily experience of students acts as a shortcut between what is familar to them and the unknown target, a key that can unlock any barriers to learning and often triggers later recall. The discussion is in two parts: practical and theoretical. The former includes a selection of analogies organised alphabetically for convenience, used by practitioners in varied learning contexts and from other sources and evaluates them. The underlying theory part is expressed in plain language and presents several inductive and deductive analogical models successfully applied and acting as solutions for further application. The author appeals to all educators, particularly those in high schools, colleges, or universities, to develop a repertoire of apposite analogies to help bridge learning difficulties and apply them whenever and wherever possible to the benefit of their students.

Leonard Moore has been teaching Black history for twenty-five years, mostly to white people. Drawing on decades of experience in the classroom and on college campuses throughout the South, as well as on his own personal history, Moore illustrates how an understanding of Black history is necessary for everyone. With Teaching Black History to White People, which is “part memoir, part Black history, part pedagogy, and part how-to guide,” Moore delivers an accessible and engaging primer on the Black experience in America. He poses provocative questions, such as “Why is the teaching of Black history so controversial?” and “What came first: slavery or racism?” These questions don’t have easy answers, and Moore insists that embracing discomfort is necessary for engaging in open and honest conversations about race. Moore includes a syllabus and other tools for actionable steps that white people can take to move beyond performative justice and toward racial reparations, healing, and reconciliation.

The Creative Enterprise of Mathematics Teaching Research presents the results and methodology of work of the teaching-research community of practice of the Bronx (TR Team of the Bronx). It has a twofold aim of impacting both teachers of Mathematics and researchers in Mathematics Education. This volume can be used by teachers of mathematics who want to use research to reflect upon and to improve their teaching craft, as well as by researchers who are interested in uncovering riches of classroom learning/teaching for research investigations. This book represents the results of a collaboration of instructors discussing their own instruction research, analyzed through a conceptual framework obtained via the synthesis of creativity research and educational learning theories, based upon the work of Piaget and Vygotsky. The editors see an urgent need for creative synthesis of research and teaching, an example of which is presented in the book. Two central themes of the book are the methodology of TR/NYCity model and creativity, more precisely, creativity of the Aha moment formulated by Arthur Koestler (1964) in a very profound but little known theory of bisociation exposed in his work “The Act of Creation”. Incorporation of the theory of bisociation into classroom teaching of mathematics provides the key to enable students who may struggle with mathematics to engage their own creativity, become involved in their learning process and thus reach their full potential of excellence. Creativity in teaching remedial mathematics is teaching gifted students how to access their own giftedness.

The focus of this book is on exploring effective strategies in higher education that promote meaningful learning and go beyond discipline boundaries, with a special emphasis on Subjectivity Learning, Refreshing Lecturing, Learning through Construction, Learning through Transaction, Transformative Learning, Using Technology, and Assessment for Learning and Teaching in particular. The research collected in this book is all based on empirical studies and includes research methods and findings that will be of great interest to teachers and researchers in the area of higher education. The main benefit readers will derive from this book is a meaningful insight into what other teachers around the world are doing in higher education and what lessons they have learned, which will support them in their own teaching.

Unleash your inner teaching superhero Incorporating the principles of neuroscience not only transforms the practices that take place in the classroom, but also empowers teachers, equipping them with the tools they need to feel and be successful in their work. Written in a lighthearted, easy-to-read format, author C. Bobbi Hansen showcases the potential of brain-informed practices to empower teachers and learners alike. By centering instructional practices on research from the field of educational neuroscience, Teaching With Superpowers identifies ten "superpowers" that teachers can activate to optimize how their students’ brains take in, process, and store information. Inside you’ll find: How to optimize teaching and learning by understanding the science of how students learn 10 unique "superpowers" that will enhance your students’ learning, including fueling attention and engagement, promoting culturally responsive teaching, boosting long-term memory, and championing neurodiversity Numerous classroom examples and resources applicable to any content area or grade level For all educators who are passionate about helping their students succeed and maximizing their teaching potential, this is your essential guide.

Creativity of an Aha!Moment and Mathematics Education introduces bisociation, the theory of Aha! moment creativity into Mathematics Education. It establishes relationships between bisociation and constructivist theories of learning laying down the basis for the new theory integrating creativity with learning.