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The Models of Engaged Learning and Teaching

Connecting Sophisticated Thinking from Early Childhood to PhD

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  • Open Access
  • © 2020

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Overview

Authors:
  1. John Willison

    1. The University of Adelaide, Adelaide, Australia

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  • Connects and makes coherent student learning from early childhood to PhD
  • Resonates with ancient and contemporary ways of how humans learn and teach
  • Draws upon and synthesizes 100 years of educational research and pedagogies
  • Embraces subject-specific and interdisciplinary learning with fluid adaptation
  • Provides a conceptual setting for central and necessary debates in education

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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About this book

This book provides a practical philosophy for promoting students' sophisticated thinking from Early Childhood to PhD in ways that explicitly interconnect across the years of education. It will help teachers, academics and the broader learning and teaching community to understand and implement these connections by introducing a conceptual framework, the Models of Engaged Learning and Teaching (MELT). By covering the nature, philosophy, practice and implications of MELT for teachers and students alike, the book will help teachers to facilitate students’ awareness of, and increasing responsibility for, the thinking demanded by subject and discipline-specific learning as well as interdisciplinary learning, whether face to face, online or in blended modes. The book will also provide educators with ways to effectively engage with complex, and sometimes conflicting, contemporary educational concepts, and with a diverse variety of colleagues involved in the learning and teaching enterprise.


The book provides guidance that allows curriculum improvement, teacher action research and larger-scale research to be reported on from a common perspective, bridging the gap between those readers focused on research and those focused on teaching. The book shares valuable insights and ways of addressing the contemporary issue of discipline-based learning versus transdisciplinary learning, reducing the dichotomy and enabling the two approaches to complement each other.


This is an Open Access book.

Keywords

Table of contents (7 chapters)

  1. Front Matter

    Pages i-xix
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  2. What Is Our Purpose?

    • John Willison
    Pages 1-28Open Access
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  3. What Will We Use?

    • John Willison
    Pages 29-60Open Access
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  4. How Do We Arrange?

    • John Willison
    Pages 61-82Open Access
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  5. What Do We Trust?

    • John Willison
    Pages 83-102Open Access
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  6. What Does It Mean?

    • John Willison
    Pages 103-120Open Access
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  7. How Do We Relate?

    • John Willison
    Pages 121-130Open Access
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  8. How Much Guidance?

    • John Willison
    Pages 131-136Open Access
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  9. Back Matter

    Pages 137-140
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Authors and Affiliations

  • The University of Adelaide, Adelaide, Australia

    John Willison

About the author

Dr John Willison is a Senior Lecturer at the University of Adelaide, School of Education and a National Senior Teaching Fellow. From 2004 to 2014, he coordinated a Graduate Certificate in Higher Education for academics from all disciplines. Currently he coordinates Initial Teacher Education courses and is Program Director of the Bachelor of Teaching (Middle Years). His PhD (2000) focused on the scientific literacy of Year 8 students who were engaged in laboratory experiments, and from that work’s fusion of competing epistemologies (positivism, personal constructivism, social constructivism), he formed the underlying theory for the practice-oriented Models of Engaged Learning and Teaching (MELT) approach.

Bibliographic Information

  • Book Title: The Models of Engaged Learning and Teaching

  • Book Subtitle: Connecting Sophisticated Thinking from Early Childhood to PhD

  • Authors: John Willison

  • Series Title: SpringerBriefs in Education

  • DOI: https://doi.org/10.1007/978-981-15-2683-1

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Author(s) 2020

  • Softcover ISBN: 978-981-15-2682-4Published: 24 April 2020

  • eBook ISBN: 978-981-15-2683-1Published: 23 April 2020

  • Series ISSN: 2211-1921

  • Series E-ISSN: 2211-193X

  • Edition Number: 1

  • Number of Pages: XIX, 140

  • Number of Illustrations: 13 b/w illustrations, 27 illustrations in colour

  • Topics: Educational Philosophy, Teaching and Teacher Education, Learning & Instruction

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