Teaching and Learning

Marjorie Schiering is a full professor in the Division of Education at Molloy College and ordained interfaith minister and chaplain. Drew Bogner is president and professor of education at Molloy College in Rockville Centre, New York. Jorun Buli-Holmberg has 20 years of experience teaching at different levels from pre-school to high school with 15 years at the University level in Oslo, Norway and is an active, published researcher on inclusive education and meta-cognition.

• Chapter 1 Forward Chapter 2 Acknowledgement Chapter 3 Introduction Part 4 Part One: A New Learning and Teaching Model Chapter 5 Chapter 1: Acquiring Memory, Realizing Cognition, and Comprehension Chapter 6 Chapter 2: Varied Learning and Teaching Perspectives Chapter 7 Chapter 3: An Overview: A Model for Academic and Social Cognition Chapter 8 Chapter 4: The Model's Foundation: S.O.W., R.E.A.P. and Umbrella of Reflection Chapter 9 Chapter 5: Two Interior Components of the "Model" Chapter 10 Chapter 6: The Third Interior Component of the Model: An Overview of the Cognitive Collective Chapter 11 Chapter 7: The Cognitive Collective's Reciprocal Thinking Phases Chapter 12 Chapter 8: The Cognitive Collective's Reciprocal Feelings Part 13 Part Two: Practical Applications of the Model Chapter 14 Introduction Chapter 15 Chapter 9: Practical "Model" Application: Classroom Design and Instruction Chapter 16 Chapter 10: Practical "Model" Application: Lesson Planning Chapter 17 Chapter 11: Applying the "Model" in the Classroom: Differentiated and Interactive Instruction Chapter 18 Chapter 12: Practical "Model" Application: Character Development Chapter 19 Afterward Part 20 Appendices Overview Chapter 21 Appendix A Chapter 22 Appendix B Chapter 23 Appendix C Chapter 24 Appendix D

In part 1 of this book Schiering and Bogner (both, Molloy Univ.) and Buli-Holberg (Univ. of Oslo, Norway) present their learning and teaching model to the reader, which includes a combination of memory, cognition, comprehension, learning, teaching perspectives, beliefs, and value systems. The authors define teaching and learning and indicate that learning is a result of memory, cognition, and metacognition that impacts comprehension. They indicate the importance of combining learning and teaching through a theoretical perspective. Readers learn the SOW (sociology of the world) model, as well as REAP (religion, economics, academics, and politics), and reflection. The authors present two interior components that are central, namely, societal realities, belief and value systems. Furthermore, they state that these are areas of commonality within all cultures. Part 2 of the book provides practical applications of the model. It is worth noting that there are three appendices written to add clarification and/or extended information on initially addressed topics in the book. Summing Up: Recommended. All readership levels.