Using the Internet Faster & Smarter

Book Description

This book offers tips for using the internet in business presented in a simple column format for easy learning.

Customer Reviews:

Broadbent's book is as entertaining as it is educational........1998-11-08

Brooke Broadbent has done it again with 170 pages of clear and concise instruction written in a way that does not intimidate the new Internet user, yet is accurate enough to satisfy the most sophisticated surfer. I have struggled to find a "textbook" for my Internet classes that instructs while it entertains. The book is for all ages who want to get past that original fear of the Internet while learning the lingo and techniques for making the Internet work for YOU.

Great reference book for anyone using the net regularly!.......1998-10-11

For new users of the net, everything you need to know to get you productive is here. It would probably take you a couple of years of trial and error to learn what the book explains. It is written in an easy-to-read style by a non-techie who has obviously learned the hard way!

You'll learn the skills and vocabulary of the net. Lots of exercises and a glossary of terms. A keeper!

Average customer rating:
Using The Internet Smarter & Faster - At Home, On The Road, Or In The Office
Brooke Broadbent -
Manufacturer: Crisp Publishing -
ProductGroup: Book
Binding: Paperback
ASIN: B000QS2X5Q

Average customer rating:
Using the Internet Smarter & Faster at Home, on the Road, or at the Office
Brooke Broadbent
Manufacturer: Crisp Publications,Inc./
ProductGroup: Book
Binding: Paperback
ASIN: B000NWQ2J8

Average customer rating:
Using the Internet Smarter and Faster (Creating Success)
Brooke Broadbent
Manufacturer: Kogan Page Ltd
ProductGroup: Book
Binding: Paperback

Internet | Home Computing | Computers & Internet | Subjects | Books | Internet & Education | Online Searching | Web Browsers | Web for Kids
General | Computers & Internet | Subjects | Books
ASIN: 0749433248

Book Description

"Marcia Tate has done it! This is the most practical application of the brain compatible and learning styles research I've ever seen. The twenty strategies will make learning fun again. Every teacher should explore the rich resource for teaching offered in this book!"
—William Bender, Professor
University of Georgia

"When teachers in all schools integrate Tate's 20 instructional strategies into classroom instruction, school will become a place where all children can experience success regardless of their learning style."
—Linda Aikens-Young, Principal
C.J. Hicks Elementary School, Conyers, GA

Design fascinating activities and inspire active learning with proven teaching tools!

Attention spans, subject interest, learning styles, and even levels of understanding vary from student to student. Just as every student is different, teachers have their own personalities and teaching styles. Yet years of research confirm that certain teaching tools awaken the desire to learn in students by engaging their brains. And once their brains are engaged, synthesis, and retention of information will soar!

Worksheets Don’t Grow Dendrites targets teachers as "growers of brain cells" and encourages them to make practical application of the findings of learning style theorists and neuroscientists. Tactile learners, spatial thinkers, and logical minds alike will become eager students as the strategies in this handbook are implemented. Imagine raising student achievement by meeting the learning needs of each student and increasing subject matter understanding, all while enjoying teaching and learning. Marcia Tate demonstrates 20 strategies, including:

Using humor and telling stories
Implementing problem-based instruction
Incorporating games into lessons
Utilizing mnemonic devices and metaphors
And even singing and dancing while learning

Actively engaging students in the learning process is the best way for them to succeed in school—and in life. Give them an edge by growing their dendrites!

Also see:
Worksheets Don't Grow Dendrites (Multimedia Kit)

Customer Reviews:

From 2 Points of View.......2006-08-05

First and foremost, I am sorry that two readers have not had a positive experience from this book; however, they sound like they are 90 year old teachers who have forgotten why they entered the profession of teaching in the first place. Fill out the retirement papers and go home!

In order to teach a child, we must look at the changes that have occured in the way children learn. With many more students dealing with disorders such as A.D.D. and Opositional Defiance Disorder, our classrooms have drastically changed, and students are dealing with issues today that did not exist five years ago when I was in high school. Therefore, this supports the idea that many of us did not learn the same way as our mothers; I learned in a more technologically up-to-date classroom with access to more media, etc...

The Student Point of View:

I have been a student in a classroom that uses many of the same strategies that Marcia Tate offers in her book Worksheets Don't Grow Dendrites, and I absolutely loved the hands on approach that my teachers would provide after reading one of her books or attending a workshop. (Constructivism works!) My classmates were always much more involved with the activities. I can remember some of the cool experiements that my chemistry teacher did with us that if she had not followed with Tate's ideas I doubt I could have even recalled my lab partner's name.

Teacher Point of View:

Furthermore, I have just finished teaching my very first class. I can't say that I am an expert teacher (hopefully, I will be!). However, I can say that based on my evaluations and state test scores, I exceded first year teacher expectations. Also, I had fewer discipline problems than my counterparts, and many of my students went running to the principal telling him how much they had learned from my class. I am not good enough yet to have students bragging on me like that or at teaching the skills necessary to score high on those state/federal tests. But, I used several of Tate's suggestions in my classroom, and I could tell a drastic difference in my abilities. Whatever I was teaching was actually getting across to my students. Moreover, the class that I am referring to was a class of 20 students who had failed this class at least once and at most three times. I am not an experienced enough teacher to get the types of results I got from those students. These failures each became successes. I would recommend any beginning teacher or experienced teacher to read her books or take a workshop with Tate. Afterall, education is a changing process.

I love this book!! Judge it for yourself!!.......2005-01-29

I wish I had this years ago. My kids love it and soaking up everything we do. This half of the year is going great!! I've never had a class so interested in anything!

Excellent book for teachers who WANT to learn.......2004-02-23

For those great teachers out there, they will find they naturally use many of the strategies in this book. This books puts them all in one place and give you more ideas as well as the research to back them up. I do feel sorry for the rater that is having this approached forced on him or her. I am afraid to say that learner centered education is far from "trendy" nor is a constructivists approach to learning. Just throwing the books at the teachers not modeling the approach for even in teacher education, the adults should also construct meaning in their learning. I do agree with the reader that some teaching methods take more time upfront and there is a lot of pressure on teachers to hit all the standards but if retention is key, spend a little more time on the front end and they will retain it after a test rather than just for the test. This book is great if you want 20 specific ideas for injecting new way to learn in your classroom. It is not an all to nothing approach, just try one new thing while maintaining you own teaching style. Those teachers who are stuck in there own methods and fearful of sharing control of the learning with their students will have a hard time with this book.

Missing Pieces.......2003-10-15

I have been in early childhood education for 12 years. Within those 12 years, drastic changes have taken place. Year after year students come to my class with less knowledge. Everyday I try to find a new or better way to teach objectives. I have found that students need hands-on activities that help build the missing pieces of their educational foundation.
"Worksheets Don't Grow Dendrites" by Dr. Marcia Tate has been extremely helpful to me. I know you can't totally do away with all worksheets, but today's students need more than that. They need movement, music, manipulatives, and visuals in order to retain what they are expected to learn.
Thanks to Dr. Tate's book, I have another resource to use instead of the regular old "paper-pencil" method.

Strongly Disagree.......2003-05-30

This workbook is being forced on us in the school where I teach. I have to say that I strongly disagree with the ideas presented, but I don't have a choice of whether or not I want to use them in my classroom. If you have a choice, I firmly urge you to do some research on teaching methods. I don't mean "brain-based" research, psychological research, or any kind of research on "how children learn." I mean look for long-term, consensus research on methods that have been proven to work in the classroom. To adopt nonconsensus science as the basis of school policy is to conduct very perilous human experimentation on a large scale without license and with little hope of practical success.

"This theory is very popular among trendy education thinkers and professors. It holds that children learn best by discovering knowledge for themselves through hands-on projects and problem solving, rather than reading something out of a textbook or taking down what the teacher says. The idea is that knowledge you acquire for yourself is more likely to be understood and retained than a piece of information handed to you by someone else.

This view of education is seductive. It sounds so natural, energetic, and ambitious. Taken in moderation, it makes sense. As we all know, the lessons we figure out for ourselves tend to sink in deepest and stick with us longest. It is also true that there are some topics, subjects, and assignments where discovery learning is important. A lab experiment in science, for example, is a form of discovery learning. So is making a map of the school grounds, and collecting and classifying leaves. A good education obviously includes such activities. Virtually no one believes that learning should consist only of listening to teachers and reading from textbooks.

But discovery learning has real limitations in practice when schools try to turn it into the main way children learn academic lessons. First, it is truly inefficient. Having children figure out mathematical operations, for example, by playing games and making things takes a lot of time. There are not enough hours in the school year for students to unearth all there is to know on their own. When you rely on children to "construct" knowledge or skills-rather than systematically introducing material to them-learning can become a disorganized and time-consuming process. Mathematics is a highly structured body of knowledge and does not lend itself to haphazard learning. Second, unless the teacher is ready with corrections, a lot of things one "discovers" for oneself turn out to be wrong. Third, in some places discovery learning becomes a vehicle to reject the idea that there are important skills and information that all children should learn.

To many in the education establishment, the mental process of searching for answers is far more important than mastering any particular body of knowledge. What matters most to them is "learning how to learn." Schools are enthusiastic about making sure students acquire "higher-order thinking skills." Learning goals typically call for teaching kids to "think critically" and "solve problems." Give children the skills to find information and reflect upon it, the argument goes, and they'll become "lifelong learners." There's no need to force them into demonstrating specific knowledge. The problem with this rationale, of course, is that skills don't help students much without knowledge to apply them to. Modern education philosophy seems to have forgotten that knowledge makes you smarter. People we think of as creative geniuses are "brilliant" in large part because they have devoted long years to mastering knowledge in a particular field; what they know has become second nature, and their minds are free to focus and invent."

-The Educated Child

"Watching schools implement untested theories about "kinesthetic," or other intelligences when they can't teach reading looks suspiciously like one more fad. The hard truth is that today's youngsters, as never before, must hone their academic skills. Knowledge pays and pays handsomely; ignorance costs more than we can afford, individually or socially. Schools may want to teach English, mathematics, or physics by using music, dance, or football, but they cannot be permitted to lose sight of their academic mission."

-10 Traits of Highly Successful Schools

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Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain
Marcia L. Tate
Manufacturer: Corwin Pr
ProductGroup: Book
Binding: Paperback

General | Education | Nonfiction | Subjects | Books
Pedagogy | Education | Nonfiction | Subjects | Books
Linguistics | Words & Language | Reference | Subjects | Books
All Titles | Qualifying Textbooks - Fall 2007 | Stores | Books
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