Math Curriculum for Gifted Students, Clg Of William And Mary/C
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 1032141174 ISBN-13(EAN): 9781032141176 Издательство: Taylor&Francis Рейтинг: Цена: 11482.00 р. Наличие на складе: Поставка под заказ.
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 1032141158 ISBN-13(EAN): 9781032141152 Издательство: Taylor&Francis Рейтинг: Цена: 11482.00 р. Наличие на складе: Поставка под заказ.
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 1032141182 ISBN-13(EAN): 9781032141183 Издательство: Taylor&Francis Рейтинг: Цена: 11482.00 р. Наличие на складе: Поставка под заказ.
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 1646320220 ISBN-13(EAN): 9781646320226 Издательство: Taylor&Francis Рейтинг: Цена: 2448.00 р. Наличие на складе: Поставка под заказ.
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 1646320247 ISBN-13(EAN): 9781646320240 Издательство: Taylor&Francis Рейтинг: Цена: 2448.00 р. Наличие на складе: Поставка под заказ.
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 1646320271 ISBN-13(EAN): 9781646320271 Издательство: Taylor&Francis Рейтинг: Цена: 2448.00 р. Наличие на складе: Поставка под заказ.
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 164632028X ISBN-13(EAN): 9781646320288 Издательство: Taylor&Francis Рейтинг: Цена: 2448.00 р. Наличие на складе: Поставка под заказ.
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 1646320301 ISBN-13(EAN): 9781646320301 Издательство: Taylor&Francis Рейтинг: Цена: 2448.00 р. Наличие на складе: Поставка под заказ.
Автор: Clg Of William And Mary/C Название: Math Curriculum for Gifted Students ISBN: 1646320212 ISBN-13(EAN): 9781646320219 Издательство: Taylor&Francis Рейтинг: Цена: 2448.00 р. Наличие на складе: Поставка под заказ.
Описание: New Literacies and Teacher Learning examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students’ learning outcomes. Contributors hail from Argentina, Australia, Canada, Finland, Mexico, Norway, and the U.S., and work in a broad range of situations, grade levels, activities, scales, and even national contexts. Projects include early year education through to adult literacy education and university contexts, describing a range of approaches to taking up new literacies and digital technologies within diverse learning practices. While the authors present detailed descriptions of using various digital resources like movie editing software, wikis, video conferencing, Twitter, and YouTube, they all agree that digital «stuff» – while important – is not the central concern. Instead, what they foreground in their discussions are theory-informed pedagogical orientations, collaborative learning theories, the complexities of teachers’ workplaces, and young people’s interests. Thus, a key premise in this collection is that teaching and learning are about deep engagement, representing meanings in a range of ways. These include acknowledging relationships and knowledge; thinking critically about events, phenomena, and processes; and participating in valued social and cultural activities. The book shows how this kind of learning doesn’t simply occur in a one-off session, but takes time, commitment, and multiple opportunities to interact with others, to explore, play, make mistakes, and get it right.
Animals, Disability, and the End of Capitalism is a collection of essays from the leaders in the field of eco-ability. The book is rooted in critical pedagogy, inclusive education, and environmental education. The efforts of diverse disability activists work to weave together the complex diversity and vastly overlooked interconnections among nature, ability, and animals. Eco-ability challenges social constructions, binaries, domination, and normalcy. Contributors challenge the concepts of disability, animal, and nature in relation to human and man. Eco-ability stresses the interdependent relationship among everything and how the effect of one action such as the extinction of a species in Africa can affect the ecosystem in Northern California. Animals, Disability, and the End of Capitalism is timely and offers important critical insight from within the growing movement and the current academic climate for such scholarship. The book also provides insights and examples of radical experiences, pedagogical projects, and perspectives shaped by critical animal studies, critical environmental studies, and critical disability studies.
Contributors include Sarah R. Adams, Marissa Anderson, Judy K. C. Bentley, Mary Fantaske, Amber E. George, Ava HaberkornHalm, John Lupinacci, Hannah Monroe, Anthony J. Nocella II, Nicole R. Pallotta, Meneka Repka, and Daniel Salomon.
Provide the perfect structure and support to develop student independence.
Effective scaffolding leads to learner autonomy—but too many educators have been airlifting students to right answers, perpetuating a generation who don’t know how to learn. Yes, we know the sweet spot for learning involves giving our students the right blend of productive failure and productive success, but how to do it is cloaked in misconceptions.
How Scaffolding Works unveils the essential moves and methods. Ten interactive modules help every K-12 educator structure support in new ways, including knowing how to:
Gradually release responsibility to students through intentional and purposeful scaffolding
Design lessons and experiences that attend to the affective, metacognitive, and cognitive aspects of learning
Collect data before, during, and after learning, so we can place, move, and take away scaffolds with greater intention
Promote independence with front-end scaffolds, distributed scaffolds, back-end scaffolds, peer scaffolds, and fading scaffolds
Use a blend of demonstration, modeling, coaching, explaining, questioning and choice
Promote purposeful practice—in which learners knows where they’re going and how to get there
Perhaps we rush in to rescue learners because the world seems fraught; we want to help our students reach the safety of academic success. Our intentions are good, but it’s time to step back, gradually and purposefully, and let them pilot their own learning.
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