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| becoming a learner realizing the opportunity of education: Becoming a Learner Matthew L. Sanders, 2022 The author explains why becoming a learner, rather than acquiring specific job skills, is the primary purpose of higher education. |
| becoming a learner realizing the opportunity of education: Creating Learning Without Limits Swann, Mandy, Peacock, Alison, Drummond, Mary Jane, 2012-04-01 This book looks at The Wroxham School in Potters Bar, Hertfordshire, which has embraced the' Learning without Limits' approach across the whole school. |
| becoming a learner realizing the opportunity of education: Bilingual Competence and Bilingual Proficiency in Child Development Norbert Francis, 2011-11-18 A study of first and second language development in an indigenous community with implications for broader linguistic and cognitive issues. When two or more languages are part of a child's world, we are presented with a rich opportunity to learn something about language in general and about how the mind works. In this book, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts. In particular, he explores problems of language ability when children use two languages for tasks related to schooling, especially in learning how to read and write. He considers both broader research issues and findings from an ongoing investigation of child bilingualism in an indigenous language–speaking community in Mexico. This special sociolinguistic context allows for a unique perspective on some of the central themes of bilingualism research today, including the distinction between competence and proficiency, modularity, and the Poverty of Stimulus problem. Francis proposes that competence (knowledge) should be considered as an integral component of proficiency (ability) rather than something separate and apart, arguing that this approach allows for a more inclusive assessment of research findings from diverse fields of study. The bilingual indigenous language project illustrates how the concepts of modularity and the competence-proficiency distinction in particular might be applied to problems of language learning and literacy. Few investigations of indigenous language and culture approach bilingual research problems from a cognitive science perspective. By suggesting connections to broader cognitive and linguistic issues, Francis points the way to further research along these lines. |
| becoming a learner realizing the opportunity of education: Thinking Children: Learning About Schemas Meade, Anne, Cubey, Pam, 2008-08-01 Forlagets beskrivelse: This book explores the frequently observed schemas of young children-patterns of behaviour from which understanding and growth is derived-and draws out the nature of this learning. |
| becoming a learner realizing the opportunity of education: Becoming an Authentic Teacher in Higher Education Patricia Cranton, 2001 Teacher development is presented here as a process of coming to know one's Self, recognizing the archetype of the Good Teacher, and seeing how this archetype can make one view oneself as a Bad Teacher. Cranton (an independent educator and consultant formerly with Brock University) focuses on the teacher as a person, encouraging teachers to understand their own preferences, values, and experiences. Annotation copyrighted by Book News Inc., Portland, OR. |
| becoming a learner realizing the opportunity of education: Becoming a Learner Matthew L. Sanders, 2012-01-01 The author explains why becoming a learner, rather than acquiring specific job skills, is the primary purpose of higher education. |
| becoming a learner realizing the opportunity of education: The Schools Our Children Deserve Alfie Kohn, 1999 Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint. |
| becoming a learner realizing the opportunity of education: I Love My Purse Belle DeMont, 2017-09-12 Charlie loves the bright red purse that his grandmother let him have. One day, he decides to take it to school. First his father, then his friends, and even the crossing guard question him about his “strange” choice. After all, boys don’t carry purses. They point out that they, too, have things they like, but that doesn’t mean they go out in public wearing them. But Charlie isn’t deterred. Before long, his unselfconscious determination to carry a purse starts to affect those around him. His father puts on his favorite, though unconventional, Hawaiian shirt to go to work; his friend Charlotte paints her face, and the crossing guard wears a pair of sparkly shoes. Thanks to Charlie, everyone around him realizes that it isn’t always necessary to conform to societal norms. It’s more important to be true to yourself. With its humorous, energetic illustrations, this book is ideal as a read-aloud or as a story for emerging readers. It can also be used as a starting point for a discussion about gender roles. |
| becoming a learner realizing the opportunity of education: The Adult Learner Malcolm S. Knowles, Elwood F. Holton III, Richard A. Swanson, RICHARD SWANSON, Petra A. Robinson, 2020-12-20 How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without. |
| becoming a learner realizing the opportunity of education: Restructuring Schools for Linguistic Diversity Ofelia B. Miramontes, Adel Nadeau, Nancy L. Commins, 1997 The linguistically diverse population is the fastest growing segment of the student population in the U.S.. Educators are beginning to realize that a models approach to designing programs for linguistically diverse students does not work, whereas a decision-making approach accommodates the variety of needs presented by these students. Restructuring Schools for Linguistic Diversity offers what no other book in the field does: The integration of the most current knowledge regarding English as a Second Language and bilingual instruction across the curriculum, presented with a process for incorporating them into a complete program that lies precisely within the goals and realities of schools. |
| becoming a learner realizing the opportunity of education: Democracy and Education John Dewey, 1916 . Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word control in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment. |
| becoming a learner realizing the opportunity of education: Culturally Responsive Teaching for Multilingual Learners Sydney Snyder, Diane Staehr Fenner, 2021-01-25 What will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs’ access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students’ strengths and promote multilingual learners′ success within and beyond your own classroom walls. In this book you’ll find • Practical and printable, research-based tools that guide you on how to implement culturally responsive teaching in your context • Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking • Authentic classroom video clips in each chapter to show you what culturally responsive teaching actually looks like in practice • Hand-drawn sketch note graphics that spotlight key concepts, reinforce central themes, and engage you with eye-catching and memorable illustrations There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students’ backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students. On-demand book study-Available now! Authors, Snyder and Staehr Fenner have created an on-demand LMS book study for readers of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity available now from their company SupportEd. The self-paced book study works around your schedule and when you′re done, you’ll earn a certificate for 20 hours of PD. SupportEd can also customize the book study for specific district timelines, cohorts and/or needs upon request. |
| becoming a learner realizing the opportunity of education: Science Education Leadership Jack Rhoton, 2010 Achieving science literacy for every student is the common goal of all science educators. The authors of the essays in Science Education Leadership make a compelling case for the importance of leaders to forge a coalition and address issues of science education. Science Education Leadership captures the best thinking and best practices for science education leaders. Science educators can use it to vitalize their work. |
| becoming a learner realizing the opportunity of education: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| becoming a learner realizing the opportunity of education: Differentiated Instructional Strategies Gayle Gregory, Carolyn Chapman, 2007 In this fascinating book, the author of The Hinge Factor and The Weather Factor surveys revolutions across the centuries, vividly portraying the people and events that brought wrenching, often enduring and always bloody change to countries and societies almost overnight. Durschmied begins with the French Revolution and goes on to examine the revolutions of Mexico in 1910, Russia in 1917, and Japan in 1945, as well as the failed putsch against Hitler in 1944. His account of the Cuban Revolution is peppered with personal anecdotes for he was the first foreign correspondent to meet Castro when the future leader was still in the Sierra Maestra. He concludes with the Iranian Revolution that ousted the Shah in 1979 another that he personally covered and, in a new preface, extends his analysis to the Arab Spring.Each revolution, Durschmied contends, has its own dynamic and memorable cast of characters, but all too often the end result is the same: mayhem, betrayal, glory, and death. Unlike the American Revolution, which is the counterexample, few revolutions are spared the harsh reality that most devour their own children. Durschmied is a supremely gifted reporter who has transformed the media he works in. Newsweek A] light and lively narrative that serves as a useful introduction for the general reader. Library Journal |
| becoming a learner realizing the opportunity of education: Make Learning Personal Barbara Bray, Kathleen McClaskey, 2014-10-10 Put learning back into the hands of the learner! Through personalized learning, education as we know it is transformed as learners are empowered to take control of their own learning. This thorough and timely resource draws on Universal Design for Learning® principles to create a powerful shift in classroom dynamics by guiding learners to become self-directed, self-monitoring, and self-motivated. You’ll discover: A system that includes tools and strategies to reduce barriers and maximize learning for all learners A clear explanation distinguishing personalized learning from differentiation and individualized instruction Teachers’ personal stories of moving through the Stages of Personalized Learning Environments to transform teacher and learner roles and school culture Background information on developing a rationale on why to personalize learning Strategies to create the change that occurs with the culture shift that happens in classrooms and schools as you personalize learning. Recognized authorities in personalized learning, the authors have led educational innovation for almost three decades. As an educator for more than 30 years, I have seen a myriad of ideas to improve education. Personalized learning could truly be the game-changer! Barbara and Kathleen have certainly done their homework in clearly defining what it means to personalize learning. They identify stages that can help teachers gradually adapt their role, moving from a teacher-centered classroom to a learner-driven environment. This book will serve as a valuable handbook as educators make the decision to empower their learners! - Betty Wottreng, Director of Technology Services, Verona Area School District, Wisconsin |
| becoming a learner realizing the opportunity of education: A Guide for ensuring inclusion and equity in education UNESCO, 2017-06-05 |
| becoming a learner realizing the opportunity of education: The Pedagogy of Confidence Yvette Jackson, 2011-04-14 In her new book, prominent professional developer Yvette Jackson focuses on students' strengths, rather than their weaknesses, To reinvigorate educators to inspire learning and high intellectual performance. Through the lens of educational psychology and historical reforms, Jackson responds To The faltering motivation and confidence of educators in terms of its effects on closing the achievement gap. The author seeks to rekindle the belief in the vast capacity of underachieving urban students, and offers strategies to help educators inspire intellectual performance. Jackson proposes that a paradigm shift towards a focus on strengths will reinvigorate educators' passion for teaching and belief in their ability to raise the intellectual achievement of their students. Jackson addresses how educators can systematically support the development of motivation, reflective and cognitive skills, and high performance when standards and assessments are predisposed to non-conceptual methods. Furthermore, she examines challenges and offers strategies for dealing with cultural disconnects, The influence of new technologies, and language preferences of students. |
| becoming a learner realizing the opportunity of education: In Defense of a Liberal Education Fareed Zakaria, 2015-03-30 CNN host and best-selling author Fareed Zakaria argues for a renewed commitment to the world’s most valuable educational tradition. The liberal arts are under attack. The governors of Florida, Texas, and North Carolina have all pledged that they will not spend taxpayer money subsidizing the liberal arts, and they seem to have an unlikely ally in President Obama. While at a General Electric plant in early 2014, Obama remarked, I promise you, folks can make a lot more, potentially, with skilled manufacturing or the trades than they might with an art history degree. These messages are hitting home: majors like English and history, once very popular and highly respected, are in steep decline. I get it, writes Fareed Zakaria, recalling the atmosphere in India where he grew up, which was even more obsessed with getting a skills-based education. However, the CNN host and best-selling author explains why this widely held view is mistaken and shortsighted. Zakaria eloquently expounds on the virtues of a liberal arts education—how to write clearly, how to express yourself convincingly, and how to think analytically. He turns our leaders' vocational argument on its head. American routine manufacturing jobs continue to get automated or outsourced, and specific vocational knowledge is often outdated within a few years. Engineering is a great profession, but key value-added skills you will also need are creativity, lateral thinking, design, communication, storytelling, and, more than anything, the ability to continually learn and enjoy learning—precisely the gifts of a liberal education. Zakaria argues that technology is transforming education, opening up access to the best courses and classes in a vast variety of subjects for millions around the world. We are at the dawn of the greatest expansion of the idea of a liberal education in human history. |
| becoming a learner realizing the opportunity of education: Learner-Centered Teaching Maryellen Weimer, 2008-05-02 In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone. |
| becoming a learner realizing the opportunity of education: World Development Report 2018 World Bank Group, 2017-10-16 Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform. |
| becoming a learner realizing the opportunity of education: Flip Your Classroom Jonathan Bergmann, Aaron Sams, 2012-06-21 Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back! |
| becoming a learner realizing the opportunity of education: Teaching at Its Best Linda B. Nilson, 2010-04-20 Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation. Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans! L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions. Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips |
| becoming a learner realizing the opportunity of education: College Success Amy Baldwin, 2020-03 |
| becoming a learner realizing the opportunity of education: Nurse as Educator Susan Bacorn Bastable, 2008 Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. --from publisher description. |
| becoming a learner realizing the opportunity of education: Learning to be Edgar Faure, UNESCO, 1972-01-01 |
| becoming a learner realizing the opportunity of education: The Leader in Me Stephen R. Covey, 2012-12-11 Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well. |
| becoming a learner realizing the opportunity of education: The Standards-Based Classroom Emily Rinkema, Stan Williams, 2018-08-10 Get to know which practices related to curriculum, instruction, and assessment are essential to make learning the goal for every student! You’ll learn how to Create learning targets that are scalable and transferable within and across units Develop instructional scales for each learning target Design non-scored practice activities and assessments Introduce and model skills that will be assessed and design tasks that allow students to use these skills Differentiate instruction and activities based on data from various types of assessments Maintain a gradebook that tracks summative achievement of learning targets, and score assessments accordingly Communicate progress clearly and efficiently with students and families |
| becoming a learner realizing the opportunity of education: Made for Learning: Debra Crouch, Brian Cambourne, 2020-07-31 This is a book for teachers that explores Brian Cambourne's Conditions of Learning and the Processes That Empower Learning, incorporating abundant examples of the ways teachers implement the conditions to lead to durable learning. Written by Debra Crouch and Brian Cambourne, this is the primary source of insight and information about the Conditions of Learning. |
| becoming a learner realizing the opportunity of education: Teaching Twice-Exceptional Learners in Today's Classroom Emily Kircher-Morris, 2021-08-25 Recognize and support twice-exceptional (2e) learners to help them succeed in school—and beyond. Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e learners has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This book answers that need, providing teachers with accessible information about twice-exceptional diagnoses and suggested accommodations, modifications, and collaboration with other educational professionals. Dedicated to the needs of all 2e learners, the first part of the book covers identifying and understanding 2e students, strength-based instruction, motivation and self-regulation, and executive functioning skills. The second part details how gifted students are affected by another diagnosis, including: Specific learning disabilities ADHD Autism Spectrum Disorder (ASD) Processing difficulties Anxiety-based diagnoses Depression and other mood disorders This book equips educators with information that will make it easier for them to advocate for their 2e students, including what they need to know about the individualized ed(more...) |
| becoming a learner realizing the opportunity of education: Unconscious Bias in Schools Tracey A. Benson, Sarah E. Fiarman, 2020-07-22 In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. “Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color,” the authors write, “if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential.” In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work—awareness, trust, and a “learner’s stance.” Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention–“But I’m not a racist!” This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice. Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. Sarah E. Fiarman is the director of leadership development for EL Education, and a former public school teacher, principal, and lecturer at Harvard Graduate School of Education. |
| becoming a learner realizing the opportunity of education: American Like Me America Ferrera, 2019-09-03 INSTANT NEW YORK TIMES BESTSELLER From Academy Award–nominated actress and 2023 SeeHer award recipient America Ferrera comes a vibrant and varied collection of first-person accounts from prominent figures about the experience of growing up between cultures. America Ferrera has always felt wholly American, and yet, her identity is inextricably linked to her parents’ homeland and Honduran culture. Speaking Spanish at home, having Saturday-morning-salsa-dance-parties in the kitchen, and eating tamales alongside apple pie at Christmas never seemed at odds with her American identity. Still, she yearned to see that identity reflected in the larger American narrative. Now, in American Like Me, America invites thirty-one of her friends, peers, and heroes to share their stories about life between cultures. We know them as actors, comedians, athletes, politicians, artists, and writers. However, they are also immigrants, children or grandchildren of immigrants, indigenous people, or people who otherwise grew up with deep and personal connections to more than one culture. Each of them struggled to establish a sense of self, find belonging, and feel seen. And they call themselves American enthusiastically, reluctantly, or not at all. Ranging from the heartfelt to the hilarious, their stories shine a light on a quintessentially American experience and will appeal to anyone with a complicated relationship to family, culture, and growing up. |
| becoming a learner realizing the opportunity of education: Thinking Like an Engineer Elizabeth A. Stephan, William J. Park, David R. Bowman, Benjamin L. Sill, Matthew W. Ohland, 2013 Thinking Like an Engineer: An Active Learning Approach, 2e, is specifically designed to utilize an active learning environment for first year engineering courses. In-class activities include collaborative problem-solving, computer-based activities, and hands-on experiments, encouraging guided inquiry. Homework assignments and review sections reinforce and expand on the activities. Content can be customized to match the topic organization in your course syllabi. Paired with Pearson's new MyEngineeringLab , Thinking Like an Engineer, 2e, is a complete digital solution for your first year engineering course. MyEngineeringLab offers students customized, self-paced learning with instant feedback. Students will be prepared ahead of class, allowing you to spend class time focusing on active learning. Subscriptions to MyEngineeringLab are available to purchase online or packaged with your textbook (unique ISBN). Use the following ISBNs to purchase MyEngineeringLab: Thinking Like an Engineer, 2e & MyEngineeringLab with Pearson eText Student Access Code Card for Thinking Like an Engineer, 2e ISBN: 0132981386 This package includes the Thinking Like an Engineer, 2e textbook, an access card for MyEngineeringLab, and a Pearson eText Student Access Code Card for Thinking Like an Engineer, 2e. MyEngineeringLab with Pearson eText -- Access Card -- for Thinking Like an Engineer, 2e ISBN: 0132766744 This stand-alone access card package contains an access code for MyEngineeringLab, and a Pearson eText student access code card for Thinking Like an Engineer, 2e eText. |
| becoming a learner realizing the opportunity of education: Teaching Physical Education Muska Mosston, Sara Ashworth, 1994 The definitive source for the groundbreaking ideas of the Spectrum of Teaching Styles introduced by Mosston and Ashworth and developed during 35 years in the field. This book offers teachers a foundation for understanding the decision-making structures that exist in all teaching/learning environments and for recognizing the variables that increase effectiveness while teaching physical education. In this thoroughly revised and streamlined edition, all chapters have been updated to include hundreds of real-world examples, concise charts, practical forms, and concrete suggestions for deliberate teaching so that teachers can understand their classrooms' flow of events, analyze decision structures, implement adjustments that are appropriate for particular classroom situations, and deliberately combine styles to achieve effective variations. As in prior editions, individual chapters describe the anatomy of the decision structure as it relates to teachers and learners, the objectives (O-T-L-O) of each style, and the application of each style to various activities and educational goals. For physical education teachers. |
| becoming a learner realizing the opportunity of education: Introducing Psychology Daniel Schacter, Daniel Gilbert, Daniel M. Wegner, Matthew K. Nock, 2018-06-09 This is the textbook only without Launchpad. With an author team equally at home in the classroom, in the lab, or on the bestseller list, this book is written to keep students turning the pages. It offers expert coverage of psychology’s scientific foundations, but communicates with students in a style that’s anything but that of a typical textbook. Introducing Psychology keeps the level of engagement high, with quirky and unforgettable examples, and reminders throughout that the critical thinking skills required to study psychology will serve students well throughout their lives. The fourth edition has been completely retooled for the classroom. For the first time, each chapter section begins with Learning Outcomes to guide students’ learning. These outcomes represent the big picture, so readers come away with more than a collection of facts. The new edition also includes the new 'A World of Difference' feature, which highlights interesting and important research on individual differences such as sex, gender, culture and ethnicity in understanding the breadth of psychology. Introducing Psychology can also be purchased with the breakthrough online resource, LaunchPad, which offers innovative media content, curated and organised for easy assignability. LaunchPad's intuitive interface presents quizzing, flashcards, animations and much more to make learning actively engaging. |
| becoming a learner realizing the opportunity of education: We Got This Cornelius Minor, 2018-10-11 While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. Cornelius identifies tools, attributes, and strategies that can augment our listening. |
| becoming a learner realizing the opportunity of education: Reach Everyone, Teach Everyone Thomas J. Tobin, Kirsten T. Behling, 2018 Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment just part of what we do. We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks. This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus. Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources. |
| becoming a learner realizing the opportunity of education: Problem-based Learning in Higher Education Maggi Savin-Baden, 2000 Problem-based learning is becoming increasingly popular in higher education because it is seen to take account of pedagogical and social trends (such as flexibility, adaptability, problem-solving and critique) in ways which many traditional methods of learning do not. There is little known about what actually occurs inside problem-based curricula in terms of staff and student lived experience. This book discloses ways in which learners and teachers manage complex and diverse learning in the context of their lives in a fragile and often incoherent world. These are the untold stories. The central argument of the book is that the potential and influence of problem-based learning is yet to be realized personally, pedagogically and professionally in the context of higher education. It explores both the theory and the practice of problem-based learning and considers the implications of implementing problem-based learning organizationally. |
| becoming a learner realizing the opportunity of education: Pedagogy of the Oppressed Paulo Freire, 1972 |
| becoming a learner realizing the opportunity of education: Principles and Practice in Second Language Acquisition Stephen D. Krashen, 1987 |
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