Both of these competencies develop comprehension and encourage HOTS —
Higher Order Thinking Skills (Evaluation, Synthesis, and Analysis), process
thinking, sequential thinking, and problem solving. The integrated activities offer
students multiple opportunities to work cooperatively, yet become independent
learners who develop a continuum of problem-solving strategies. We also
recommend extensions for related activities and modifications to accommodate
individual learning ...
The effective use of cooperative skills is becoming increasingly necessary to cope successfully in today's team-oriented workplaces. This booklet presents jargon-free cooperative learning skills and strategies suitable for the middle school science student. Strategies suggested capitalize on the interests and strengths of middle school students. Activities suggested involve their interest in how things work, their fascination for new and future technology, and their desire to manipulate materials. Included are suggestions for practicing the working relationship skills that students need. Examples of these skills include staying on task, dealing with distractions, and disagreeing in an agreeable way. (PR)
Engage all learners with research-based strategies from acclaimed educators Research indicates that students of all ages and demographics benefit from active learning methods. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola connect research and application with more than 40 easy-to-implement strategies for today’s inclusive classroom. This practical guide includes: Field-tested practices that are easily adaptable to various grade levels and subjects Vignettes that demonstrate how to apply today’s brain-compatible strategies in the classroom Tools for differentiating instruction to serve ALL students, including high-ability students, those with ADHD or learning disabilities, and English learners
Educators. must ensure that students who enter classroom environments are
welcomed with appropriate pedagogical approaches that match their diverse
needs. We have, thankfully, entered a new century of learning in which
classrooms include students of all abilities. Inclusion is not a fad; it is an ongoing
philosophy that invites and prepares children to prosper beyond classroom walls
into accepting societies. It is obvious from the contents of this book, 40 Active Learning Strategies ...
The theme of the conference this year was Critical CALL, drawing inspiration from the work carried out in the broader field of Critical Applied Linguistics. The term ‘critical’ has many possible interpretations, and as Pennycook (2001) outlines, has many concerns. It was from these that we decided on the conference theme, in particular the notion that we should question the assumptions that lie at the basis of our praxis, ideas that have become ‘naturalized’ and are not called into question. Over 200 presentations were delivered in 68 different sessions, both in English and Italian, on topics related specifically to the theme and also more general CALL topics. 94 of these were submitted as extended papers and appear in this volume of proceedings.
Most previous researches confirm the beneficial effect of CALL on EFL learners'
cognitive, metacognitive, and affective ... EFL learners' reading and listening
proficiency, the second was to compare how effective CALL enhanced the gifted
and non-gifted EFL learners' English proficiency, and the third was to investigate their attitudes towards CALL. ... tests and IQ scores measured by WISC-IV, which
included five cognitive domains: verbal comprehension, visual spatial, fluid
reasoning, ...
The SAGE Handbook of Dyslexia is a comprehensive overview of a complex field. It is a rich, critical assessment of past and present theory and current research, which also looks to the future. The editors have brought together key figures from the international academic world - both researchers and practitioners - to examine the relationships between theoretical paradigms, research and practice, and to map new areas of research. The book has 5 main sections: - neurological/genetic perspectives - cognitive and learning perspectives - educational influences - beyond school - international perspectives.
Reading and its development: Component skills analysis. New York: Academic
Press. pp.423–438. ... Cain, K., & Yuill, N. (1998). Individual differences in
children's comprehension skill: Toward an integrated model. In C. Hulme & R. M.
Joshi ...
Adjusting Your Stewardship As Your Children Leave Home
Not only will this book help yo get through the difficult transitions of children moving out and moving on ... it will also help you build a beautiful family culture in your three-generation family.. and that is where real happiness lies.
Not only will this book help yo get through the difficult transitions of children moving out and moving on ... it will also help you build a beautiful family culture in your three-generation family.. and that is where real happiness lies.
In this examination of the social interactions of children with visual impairments, theory and research are combined to explore how these children can be helped to succeed socially. Innovative practical strategies are provided for educators, researchers, and families on how to assist children in the development of social skills. Qualitative ethnographic approaches demonstrate how classroom teachers can work effectively with individual children and present valuable insights about children's interactions.
The findings of research on social-skills training have been used to develop strategies for teaching a variety of disabled persons in school and community
programs. However, little research has been conducted with visually impaired
children, ...
Motivation is the ultimate product of many aspects of the school experience: significant relationships between teachers and students and among students; a meaningful, well-taught curriculum; teachers who maintain high expectations and look for ways to help each student connect to the curriculum; and opportunities for choice and self-evaluation that foster students' ownership of learning. This book posits that young children's natural motivation to learn will survive only in schools where the curriculum is worth learning; where students focus on learning (not on competition or grades); and where students feel valued, and, therefore, are disposed to care about the school's values, including learning. The job of schools is to help students develop a commitment to learning that sustains them even when a particular task seems too difficult or unappealing. They are most likely to develop this commitment in a school that meets their needs for belonging, contribution, and meaningful work. Research suggests that practitioners who shift away from systems of rewards and punishment and, instead, actively involve students in shaping classroom climate and learning promote both students' motivation to learn and their commitment to democratic values. (Contains 63 references.) (DFR)
This book posits that young children's natural motivation to learn will survive only in schools where the curriculum is worth learning; where students focus on learning (not on competition or grades); and where students feel valued, and, ...
