Understanding IDEA PDF Download
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Author: Division for Early Childhood
Publisher:
ISBN: 9780977377251
Category : Children with disabilities
Languages : en
Pages : 45
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Book Description
Author: Division for Early Childhood
Publisher:
ISBN: 9780977377251
Category : Children with disabilities
Languages : en
Pages : 45
Get Book Here
Book Description
Author: Michael Swan
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 39
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Book Description
This teacher's book contains helpful notes on the texts in Understanding Ideas, giving information about the authors, contexts or cultural background where this seems desirable. It also provides answers to all the questions set on the texts and suggestions for follow-up work such as writing, discussion and role-playing. Those texts in Understanding Ideas which lend themselves to oral exploitation have been recorded on cassette. The teacher's book suggests ways to use the recording, for example, for global or detailed listening comprehension, pronunciation work or as an aid to oral presentation of a text intended for intensive language study.
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
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Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Cass R. Sunstein
Publisher: MIT Press
ISBN: 0262543915
Category : Political Science
Languages : en
Pages : 261
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Book Description
The New York Times–bestselling co-author of Nudge explores how more information can make us happy or miserable—and why we sometimes avoid it but sometimes seek it out. How much information is too much? Do we need to know how many calories are in the giant vat of popcorn that we bought on our way into the movie theater? Do we want to know if we are genetically predisposed to a certain disease? Can we do anything useful with next week's weather forecast for Paris if we are not in Paris? In Too Much Information, Cass Sunstein examines the effects of information on our lives. Policymakers emphasize “the right to know,” but Sunstein takes a different perspective, arguing that the focus should be on human well-being and what information contributes to it. Government should require companies, employers, hospitals, and others to disclose information not because of a general “right to know” but when the information in question would significantly improve people's lives. Of course, says Sunstein, we are better off with stop signs, warnings on prescription drugs, and reminders about payment due dates. But sometimes less is more. What we need is more clarity about what information is actually doing or achieving.
Author: Mary-Dean Barringer
Publisher: John Wiley & Sons
ISBN: 047050515X
Category : Education
Languages : en
Pages : 288
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Book Description
This book shows how schools can--and must--develop expertise in "learning variation" (understanding how different kinds of minds learn) and apply this knowledge to classroom instruction in order to address the chronic learning challenges and achievement gap faced by millions of students. Barringer shows how using what we know about learning variation with a focus on discovering learning strengths, not just deficits, can help schools create plans for success for those students who often find it elusive. The book specifically addresses how school leaders can incorporate this knowledge into instructional practice and school-level policy through various professional development strategies. Schools for All Kinds of Minds: Provides a readable synthesis of the latest research from neuroscience, cognitive science, and child and adolescent development as it relates to understanding learning and its many variations. Links this information to strategies for understanding struggling learners and adapting school practices to accommodate a wider array of learning differences in a classroom. Demonstrates how this understanding of learning variation can change the way teachers and others help students succeed in various academic and content areas and acquire necessary 21st century skills. Includes discussion questions and facilitator guidelines for staff developers and teacher education programs; downloadable forms that accompany exercises from within the book; an action plan for schools to implement the ideas found in the book; and more.
Author: Henk W. de Regt
Publisher: Oxford University Press
ISBN: 0190652918
Category : Philosophy
Languages : en
Pages : 321
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Book Description
Putting scientific understanding center-stage within the study of scientific explanations, Understanding Scientific Understanding develops and defends a philosophical theory of scientific understanding that can describe and explain the historical variation of criteria for understanding actually employed by scientists. Book jacket.
Author: Edmund J. Hansen
Publisher: Taylor & Francis
ISBN: 1000979083
Category : Education
Languages : en
Pages : 194
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Book Description
Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways. The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers. Idea-based Learning takes as its point of departure the big conceptual ideas of a discipline that give structure and unity to a course and even to the curriculum, as opposed to a focus on content that can lead to teaching sequences of loosely-related topics; and aligns with notions of student-centered and outcomes-based learning environments.Adopting a backwards design model, it begins with three parallel processes: first, identifying the material that is crucial for conceptual understanding; second, articulating a clear rationale for how to choose learning outcomes based on student needs and intellectual readiness; and finally, aligning the learning outcomes with the instructional requirements of the authentic performance tasks. The resulting syllabi ensure cohesion between sections of the same course as well as between courses within a whole curriculum, assuring the progressive development of students’ skills and knowledge.Key elements of IBL include:* Helping students see the big picture* Building courses around one or more authentic performance tasks that illuminate the core concepts of the discipline* Clearly identifying performance criteria for all tasks* Incorporating practice in the competencies that are deemed important for students’ success* By placing the onus of learning on the student, liberating faculty to take on the role of learning coaches* Designing tasks that help students unlearn simplistic ideas and replace them with improved understandingsEdmund Hansen expertly guides the reader through the steps of the process, providing examples along the way, and concluding with a sample course design document and syllabus that illustrate the principles he propounds.
Author: Carlos A. Hoyt
Publisher: Oxford University Press
ISBN: 0199386269
Category : Social Science
Languages : en
Pages : 193
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Book Description
For the vast majority of human existence we did without the idea of race. Since its inception a mere few hundred years ago, and despite the voluminous documentation of the problems associated with living within the racial worldview, we have come to act as if race is something we cannot live without. The Arc of a Bad Idea: Understanding and Transcending Race presents a penetrating, provocative, and promising analysis of and alternative to the hegemonic racial worldview. How race came about, how it evolved into a natural-seeming aspect of human identity, and how racialization, as a habit of the mind, can be broken is presented through the unique and corrective framing of race as a time-bound (versus eternal) concept, the lifespan of which is traceable and the demise of which is predictable. The narratives of individuals who do not subscribe to racial identity despite be ascribed to the black/African American racial category are presented as clear and compelling illustrations of how a non-racial identity and worldview is possible and arguably preferable to the status quo. Our view of and approach to race (in theory, pedagogy, and policy) is so firmly ensconced in a sense of it as inescapable and indispensible that we are in effect shackled to the lethal absurdity we seek to escape. Theorist, teachers, policy-makers and anyone who seeks a transformative perspective on race and racial identity will be challenged, enriched, and empowered by this refreshing treatment of one of our most confounding and consequential dilemmas.
Author: Peter Winch
Publisher: Anthem Press
ISBN: 1785275445
Category : Philosophy
Languages : en
Pages : 190
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Book Description
This volume unites Peter Winch’s previously unpublished work on Baruch de Spinoza. The primary source for the text is a series of seminars on Spinoza that Winch gave, first at the University of Swansea in 1982 and then at King’s College London in 1989. What emerges is an original interpretation of Spinoza’s work that demonstrates his continued relevance to contemporary issues in metaphysics, epistemology and ethics, and establishes connections to other philosophers - not only Spinoza’s predecessors such as René Descartes, but also important 20th Century philosophers such as Ludwig Wittgenstein and Simone Weil. Alongside Winch's lectures, the volume contains an interpretive essay by David Cockburn, and an introduction by the editors.
Author: Kenneth Leithwood
Publisher: Corwin Press
ISBN: 1483364143
Category : Education
Languages : en
Pages : 217
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Book Description
This well-researched resource draws on the collaborative work between researchers and school practitioners to offer teaching strategies that promote deep understanding and higher-order thinking in students.
