The Models of Engaged Learning and Teaching : Connecting Sophisticated Thinking from Early Childhood to PhD.

Intro -- Preface -- Place Value -- Acknowledgements -- Contents -- Acronyms -- 1 What Is Our Purpose? -- 1.1 Purpose -- 1.2 MELT Components -- 1.2.1 MELT Facets -- 1.2.2 Continuum of Learning Autonomy -- 1.2.3 MELT as a Thinking Routine -- 1.3 Parachute -- 1.3.1 MELT Features in Parachute -- 1.4 100 Billion Brains: Learning from Human Prehistory to Contemporary Classrooms and Learning Environments -- 1.4.1 Beaver and Human Know-How -- 1.4.2 Inevitable Earth: Problems with Dams -- 1.5 One Billion Brains More: The Problems We Face Need Research-Mindedness -- 1.6 Structure of This Book -- 1.7 Conclusion: Student Learning that Resonates -- References -- 2 What Will We Use? -- 2.1 Introducing the Models of Engaged Learning and Teaching -- 2.1.1 A Holistic View -- 2.1.2 The Origins of the MELT -- 2.1.3 Learning Autonomy -- 2.2 Silver Fluoride -- 2.3 Student Experiences of MELT Facets and Autonomy -- 2.3.1 Embark &amp -- Clarify -- 2.3.2 Find &amp -- Generate -- 2.3.3 Evaluate &amp -- Reflect -- 2.3.4 Organise &amp -- Manage -- 2.3.5 Analyse &amp -- Synthesise -- 2.3.6 Communicate &amp -- Apply -- 2.3.7 Spiralling, Recursive and Messy -- 2.4 Conclusion: Engagement, Adaptability, Fluidity and Ownership -- References -- 3 How Do We Arrange? -- 3.1 MELT Connecting -- 3.2 Many Models Across Educational Levels and Contexts -- 3.2.1 Early Childhood -- 3.2.2 Year 4/5 Primary -- 3.2.3 Year 6 Primary School -- 3.2.4 Year 8 Subject-Specific: A Case Study -- 3.2.5 Year 7-10 High School Transdisciplinary Projects -- 3.2.6 Technical Education -- 3.2.7 Undergraduate -- 3.2.8 Work Integrated Learning -- 3.2.9 Course-Based Master's Degree Programmes -- 3.2.10 Academic Research: Doctoral, Master's and Early Career Research (ECR) -- 3.2.11 Interdisciplinary Studies and Digital Literacy -- 3.3 Outside the MELT Parameters -- 3.4 Conclusion: Commonality with Adaptability.

References -- 4 What Do We Trust? -- 4.1 Gullible Consumers or Discerning Users? -- 4.2 Shrink -- 4.3 MELT Analysis of Shrink -- 4.3.1 What Did Tara Trust? -- 4.4 Three Theoretical Orientations to Learning: Objectivism, Social Constructivism and Personal Constructivism -- 4.5 Understanding the Three Theories Using the Example of Shrink -- 4.5.1 Objectivist Perspective on Shrink -- 4.5.2 Personal Constructivist perspective on Shrink -- 4.5.3 Social Constructivism on Shrink -- 4.5.4 All Three -- 4.6 Theoretical Underpinning of MELT -- 4.6.1 Theory on Learner and Teacher Autonomy -- 4.6.2 Autonomy and Metaphor Together -- 4.7 Trusting the MELT? -- 4.8 Conclusion: Conversations and Arguments -- References -- 5 What Does It Mean? -- 5.1 Situating Contemporary Learning Theories/Ideas -- 5.1.1 Threshold Concepts [2] -- 5.1.2 Cognitive Load Theory [3] -- 5.1.3 Connectivism [4] -- 5.1.4 Sch�on's Reflective Practitioner [5] -- 5.1.5 Corporately Destructive or Mutually Informative? -- 5.2 MELT for Curriculum Design and Improvement -- 5.2.1 Teacher Action Research -- 5.2.2 Conjoined Action Research: From the Transferability of Individual Studies to Generalisability When Using an a Priori Framework -- 5.3 Conclusion: Multifaceted Use with the Same Overarching Purpose -- References -- 6 How Do We Relate? -- 6.1 Soyuz and Apollo: A Story About a Cold War Meeting in Orbit -- 6.2 Inevitable Earth -- 6.3 Evitable Earth -- 6.4 Retheorising Theory in Education, from 'Competition' to 'Complement' -- 6.5 Conclusion: It's Only When We Relate to Divergent Practices, Concepts and Places in Education that We Will Solve Our Educational Problems -- References -- 7 How Much Guidance? -- 7.1 Autonomy: Engaged Learning, Engaged Teaching -- 7.2 Conclusion: Structure Provided, Creativity Needed -- References -- Glossary of MELT Terms -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.