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| decontextualized skill practice worksheets: Handbook of Educational Psychology David C. Berliner, Robert C. Calfee, 2004 Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners' development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Editionprovides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology. s, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology. |
| decontextualized skill practice worksheets: Vocational Learning Ralph Catts, Ian Falk, Ruth Wallace, 2011-08-12 Effective knowing and learning for vocational purposes must take account of the wide range of variables that impact on knowledge formation and that promote learning. In light of those many variables, the formal sector of technical and vocational education and training (TVET) must constantly ask itself what it could and should do to better provide vocational learning for those people likely to pursue learning via the informal sector. This book addresses that question. Vocational Learning: Innovative Theory and Practice discusses four theoretical aspects of vocational learning that support understanding of vocational learning processes and practices: the situations of vocational learning; the power and roles of social networks and identity in vocational learning; knowing and knowledge management processes; and the implications for pedagogic practices in both informal and formal TVET systems. The book provides an overview of a series of international examples of innovative approaches to vocational educational theory and practice, and it draws on empirical research to analyze the effects of those approaches. It includes unique insights into aspects of TVET for Indigenous peoples. With a discussion of policy implications for Europe, North America and Australia, this book is an instrumental tool to understand the underlying factors that generate effective educational and workforce outcomes through effective formal and informal learning. |
| decontextualized skill practice worksheets: Taking Sides Leonard Abbeduto, 2004 A debate-style reader designed to introduce students to controversies in educational psychology that includes readings which represent the arguments of leading educators and social commentators and reflect a wide variety of viewpoints. |
| decontextualized skill practice worksheets: Cyber Spaces/Social Spaces I. Goodson, M. Knobel, C. Lankshear, M. Mangan, 2002-12-05 What happens when a new social technology is imposed on the established social technology of the school? This book presents an unusual application of critical cultural analysis to a series of empirical case studies of educational uses of information and communication technologies (ICTs). Drawing on research conducted over a ten-year period in three different regions of the Anglo-American developed world, it examines themes arising from the struggle for the social spaces and emerging cyber spaces of schooling; the role of identity projects in educational change; and the paradoxes which arise from these processes. The resulting analysis offers a rich - and sobering - perspective on the rush to technologize classrooms. |
| decontextualized skill practice worksheets: Cultural Practices of Literacy Victoria Purcell-Gates, 2020-07-24 This volume presents case studies of literacy practices as shaped by culture, language, community, and power. Covering a range of contexts and exploring a number of relevant dimensions in the evolving picture of literacy as situated, multiple, and social, the studies are grouped around four overarching themes: *Language, Literacy, and Hegemony; *The Immigrant Experience: Language, Literacies, and Identities; *Literacies In-/Out-of-School and On the Borders; and *New Pedagogies for New Literacies. It is now generally recognized that literacy is multiple and woven within the sociocultural lives of communities, but what is not yet fully understood is how it is multiple--how this multiplicity plays out across and within differing sociocultural contexts. Such understanding is critical for crafting school literacy practices in response to the different literacy sets brought to school by different learners. Toward this end it is necessary to know what those sets are composed of. Each of the case studies contributes to building this knowledge in new and interesting ways. As a whole the book provides a rich and complex portrait of literacy-in-use. Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power advances sociocultural research and theory pertaining to literacy development as it occurs across school and community boundaries and cultural contexts and in and out of school. It is intended for researchers, students, professionals across the field of literacy studies and schooling, including specialists in family literacy, community literacy, adult literacy, critical language studies, multiliteracies, youth literacy, international education, English as a second language, language and social policy, and global literacy. |
| decontextualized skill practice worksheets: Reading's Non-negotiables Rachael E. Gabriel, 2013 This book can be used as a guide for program design and evaluation, as well as a source of ideas and (re)assurances for those currently engaged in the ongoing pursuit of effective literacy instruction for every reader, every day. |
| decontextualized skill practice worksheets: Developing Your Portfolio - Enhancing Your Learning and Showing Your Stuff Marianne Jones, Marilyn Shelton, 2011-03-07 Portfolios have often been used as a way for teachers to monitor and assess their students' progress, but this book picks up on the current trend of using portfolios to assess teachers themselves as part of their degree requirements. As a professional development tool, portfolios are also useful for classroom teachers in evaluating their practice, and in showcasing their skills and accomplishments for use in interviews. Veteran teacher educators Marianne Jones and Marilyn Shelton provide practical and comprehensive guidance specific to the needs of pre- and in-service teachers of young children. This thoroughly revised and updated new edition features: A flexible and friendly approach that guides students at varying levels of experience through the portfolio process. New material on the portfolio planning stage and additional coverage on the importance of developing a personal philosophy. A companion website with additional instructor materials such as printable templates, exercises for improving portfolio skills, and more. Both theoretical and practical, the book addresses issues and mechanics related to process and product, instruction and guidance techniques, the role of reflection, and assessment strategies. With concrete examples, rubrics, tips, and exercises, this book will provide a step-by-step guide to creating a professional teaching portfolio. |
| decontextualized skill practice worksheets: International Perspectives on the Design of Technology-supported Learning Environments Stella Vosniadou, Erik De Corte, Robert Glaser, Heinz Mandl, 2012-10-12 In recent years, the use of technology for the purposes of improving and enriching traditional instructional practices has received a great deal of attention. However, few works have explicitly examined cognitive, psychological, and educational principles on which technology-supported learning environments are based. This volume attempts to cover the need for a thorough theoretical analysis and discussion of the principles of system design that underlie the construction of technology-enhanced learning environments. It presents examples of technology-supported learning environments that cover a broad range of content domains, from the physical sciences and mathematics to the teaching of language and literacy. The emphasis in this book is not on the design of educational software but on the design of learning environments. A great deal of research on learning and instruction has recently moved out of the laboratory into the design of applications in instructional settings. By designing technology-supported learning environments instructional scientists attempt to better understand the theories and principles that are explicit in their theories of learning. The contributors to this volume examine how factors such as social interaction, the creation of meaningful activities, the use of multiple perspectives, and the construction of concrete representations influence the acquisition of new information and transfer. |
| decontextualized skill practice worksheets: HANDBOOK FOR LITERACY TUTORS Arlene Adams, 1999-01-01 This textbook is intended as a guide for non-educators who want to learn how to tutor individuals in literacy tasks. A short introductory section is included that is devoted to theory, but only as much as necessary to allow tutors to make reasonable instructional decisions about their students. The remainder of the book focuses on the practical aspects of instruction in literacy for those who have no formal training in teaching. Because many tutors work without the supervision of professional educators, the book seeks to make tutors independent in their instruction. Initially, a 6-point procedure for tutoring lessons in literacy is outlined. Subsequent chapters provide specific teaching and learning strategies for each of the six points. The book represents an effort to combine whole language literacy learning techniques with a lesson structure that is manageable for tutors and yet sufficiently flexible to meet the needs of the students effectively. Suggested record-keeping procedures are outlined, and the text includes a chapter containing the record-keeping forms as well as directions for their use. At the end of each chapter is a summary of the important points from the chapter, as well as a section of questions and statements for the tutor to reflect upon and respond to. |
| decontextualized skill practice worksheets: The New Advocate , 1999 |
| decontextualized skill practice worksheets: Critical Creative Processes Mark A. Runco, 2003 A wide range of processes is covered, including those which are entirely personal, and those which are interpersonal. In addition to addressing the notion that creativity requires both divergent and critical processes, this volume describes the roles played by traditional intelligence, language, and attributions in creative work.--BOOK JACKET. |
| decontextualized skill practice worksheets: Cognitive Psychology and Instruction Roger H. Bruning, Gregory J. Schraw, Royce R. Ronning, 1995 Comprehensive discussion of the principles of cognitive psychology and their application to teaching. Includes current approaches to problem solving, critical thinking and reflective thought and new research. |
| decontextualized skill practice worksheets: Student Scientific Understandings in a Ninth Grade Project-based Science Classroom Valerie Lynn Talsma, 2004 |
| decontextualized skill practice worksheets: Young Writers in the Making Alison Preece, Diane Cowden, 1993 Young Writers in the Making focuses on ways elementary school teachers can communicate to parents why they teach writing as they do and how parents can support their young writers at home. |
| decontextualized skill practice worksheets: Co-authoring at the Computer Joyce L. Meeuwsen, 2000 |
| decontextualized skill practice worksheets: Education/Technology/Power Michael W. Apple, Hank Bromley, 1998-07-10 Is the enormous financial investment school districts are making in computing technology a good idea? With a focus on educational computing, Education/Technology/Power examines how technological practices align with or subvert existing forms of dominance. |
| decontextualized skill practice worksheets: The Educator's Handbook for Understanding and Closing Achievement Gaps Joseph Murphy, 2010 'Beginning with a remarkably comprehensive and accessible analysis of the gap's causes, the book offers a refreshingly balanced, evidence-based, state-of-the-art outline of productive solutions that should inform the work of all educational stakeholders' - Ken Leithwood, Professor, OISE/University of Toronto 'No one is better positioned than Joseph Murphy to provide lessons for education leaders on this important topic' - Andrew Porter, George and Diane Weiss Professor of Education , University of Pennsylvania 'For too long, the achievement gap has been proclaimed, discussed, and then dismissed as a subject of despair. Seldom has it been systematically defined, placed in historical perspective, or positively addressed. Through thorough scholarship, comprehensive knowledge, and creativity, this book fills that void' - James W. Guthrie, Patricia and Rodes Hart Professor of Educational Leadership and Public Policy, Vanderbilt University 'While offering no simple pathway to progress, this book reminds us how much more we can do to close achievement gaps' - Michael S. Knapp, Director Center for the Study of Teaching & Policy, University of Washington Distinguished researcher Joseph F. Murphy has gathered and analyzed the most up-to-date research and data to help headteachers understand what the achievement gap is, why it persists, and what teachers can do about it. This comprehensive handbook: - Examines external factors that contribute to achievement gaps, such as socioeconomic status, family environment, racism, and individual differences - Covers internal factors such as instruction, school culture, and school support - Provides strategies for addressing both internal and external factors to make an impact. |
| decontextualized skill practice worksheets: Instruction Ronna F. Dillon, James Pellegrino, 1991-03-30 The authors highlight ongoing research aimed at developing new approaches in the instruction of complex intellectual processes and skills, including: learning procedural tasks, learning text comprehension processes in various environments, and technological factors. |
| decontextualized skill practice worksheets: Principals as Early Learning Leaders Julie Nicholson, Helen Maniates, Serene Yee, Thomas Williams, Veronica Ufoegbune, Raul Erazo-Chavez, 2021 The majority of public school principals are now required to supervise and evaluate early childhood teachers and classrooms, yet many do not have a sufficient understanding of child development and early childhood pedagogy to lead for equity. This practical and comprehensive resource addresses this critical gap by presenting current research on child development, an understanding of the elements of high-quality early childhood classrooms, essential information on trauma-responsive practices, and strategies for reducing bias and preventing the use of exclusionary discipline with young children. School leaders learn about the pivotal role they can play in improving equity for young children, their families, and the early childhood workforce. Each chapter includes key take-aways and central questions that can be used for individual reflection or to guide group discussions. Authentic examples, illustrations, and actionable strategies help readers to successfully implement the content in their school. Principals as Early Learning Leaders is essential reading for principals, vice principals, administrators, and others responsible for leading preschool and pre–K programs for equity. Book Features: Supports elementary school principals to better understand the role early education plays in their school.Addresses essential issues of equity in all aspects of early learning programs that require focus and leadership.Provides current research and practical strategies that principals can put into practice immediately to be effective instructional leaders. Uses authentic examples and vignettes throughout to help readers see the ideas in the context of real preschool classrooms. Includes reflection questions and key takeaways to help principals think about how the information presented can inform the work they do. |
| decontextualized skill practice worksheets: Language Disorders from Infancy Through Adolescence Rhea Paul, 2007-01-01 This text provides students with the information needed to properly assess childhood language disorders and decide appropriate treatments. The book covers language development from birth to adolescence. |
| decontextualized skill practice worksheets: Other People's Children Lisa D. Delpit, 2006 An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as cultural transmitters in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original. |
| decontextualized skill practice worksheets: Linking Mathematics and Language Richard McCallum, Robert Whitlow, 1994 Grade level: 1, 2, 3, 4, 5, 6, 7, k, p, e, i, t. |
| decontextualized skill practice worksheets: Learning for Keeps Rhoda Koenig, 2011-03-30 Learning for Keeps answers the questions teachers frequently ask about how to provide the explicit strategy instruction that supports the higher-level skills students need to meet the rigorous demands of the Common Core Standards. Teachers recognize that students often do not come to our classrooms with the skills necessary for the activities and projects that require solving problems, reading deeply, responding to higher levels of text complexity, communicating well- developed ideas, and performing the many cognitive behaviors necessary for long-term intellectual development. Here's a highly practical book that gives teachers the specific knowledge and larger vision needed to demystify essential strategies with explicit instruction. The reader will come away with a tutorial in breaking down complex strategies into incremental parts; models of scripted explicit strategy lessons; examples of coaching transactions that mediate students' application of strategies; and scaffolded activities that integrate content and process. Learning for Keeps is an indispensable tool for enabling all students to independently select and apply the behaviors needed for becoming highly literate and thoughtful citizens prepared for college and 21st century careers. |
| decontextualized skill practice worksheets: Relationship Between Teacher Conceptions about Writing Instruction and Student Perceptions and Performance in Writing Kathleen L. Fear, 1990 |
| decontextualized skill practice worksheets: Technology-Based Learning Environments Stella Vosniadou, Erik de Corte, Heinz Mandl, 2012-12-06 The present volume contains a large number of the papers contributed to the Advanced Study Institute on the Psychological and Educational Foundations of Technology-Based Learning Environments, which took place in Crete in the summer of 1992. The purpose of the Advanced Study Institute was to bring together a small number of senior lecturers and advanced graduate students to investigate and discuss the psychological and educational foundations of technology-based learning environments and to draw the implications of recent research findings in the area of cognitive science for the development of educational technology. As is apparent from the diverse nature of the contributions included in this volume, the participants at the ASI came from different backgrounds and looked at the construction of technology -based learning environments from rather diverse points of view. Despite the diversity, a surprising degree of overlap and agreement was achieved. Most of the contributors agreed that the kinds of technology-supported learning environments we should construct should stimulate students to be active and constructive in their knowledge-building efforts, embed learning in meaningful and authentic activities, encourage collaboration and social interaction, and take into consideration students' prior knowledge and beliefs. |
| decontextualized skill practice worksheets: Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units Grant Wiggins, Jay McTighe, 2012-03-16 The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units offers instructional modules on how to refine units created using Understanding by Design (UbD) and how to effectively review the units using self-assessment and peer review, along with observation and supervision. The Guide builds upon its companion and predecessor, The Understanding by Design Guide to Creating High-Quality Units, and like the earlier volume, it presents the following components for each module: * Narrative discussion of key ideas in the module * Exercises, worksheets, and design tips * Examples of unit designs * Review criteria for self- and peer assessment * References for further information UbD is based on a backward design approach and is used by thousands of educators to create curriculum units and assessments that focus on developing students' understanding of essential ideas and helping students attain important skills. The Guide is intended for use by individuals or groups in K-16 education (teachers, school and district administrators, curriculum directors, graduate and undergraduate students in curriculum, and others) who want to further develop their skill in UbD. Users can work through the modules in order or pick and choose, depending on their interests and needs. Additional resources, including worksheets, examples, and FAQs, are available as downloadable forms (including fillable UbD templates that can be saved electronically), making it easy for UbD practitioners to advance their understanding and their ability to create curriculum that leads to deep, meaningful learning. |
| decontextualized skill practice worksheets: Handbook of Motivation at School Kathryn R. Wentzel, David B. Miele, 2016-02-19 The second edition of the Handbook of Motivation at School presents an integrated compilation of theory and research in the field. With chapters by leading experts, this book covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Section I focuses on theoretical perspectives and major constructs, Section II on contextual and social influences on motivation, and Section III on new directions in the field. This new edition will have the same popular organizational structure with theories at the beginning. It will also include new chapters that cover motivation as it relates to identity, culture, test anxiety, mindfulness, neuroscience, parenting, metacognition, and regulatory focus. |
| decontextualized skill practice worksheets: Cultivating the Learner-Centered Classroom Kaia Tollefson, Monica K. Osborn, 2007-12-06 A superb book that does exactly what it promises: takes the reader from theory to practice. Rich with clear prose, strong research, and thoughtful reflection, this useful tool is for teachers who want to engage students more deeply with each other, the content, and the world—all for the sake of real learning. —Parker J. Palmer Author, The Courage to Teach Facilitate the growth of successful learning communities—both in the classroom and schoolwide! Teachers at every level face the challenge of finding a balance between learner-centered philosophies and day-to-day classroom life. Aligned with progressive educational thought, this book shows teachers how to make the jump from theory to practice and cultivate learning communities in the classroom and in their schools. The authors help both new and experienced educators engage in a fundamental shift in their teaching approach: from behaviorism to constructivism; from following recipes to understanding the learning process; from standardized, age-based expectations to using standards for individualizing expectations and instruction; and from coercing obedience to facilitating students′ authority and autonomy. Readers will find examples illustrating learner-centered strategies in action, information about how to work more effectively with students with special needs, and methods for: Organizing the classroom Planning instruction for individuals, small groups, or an entire class Building students′ responsibility for their own learning Observing, assessing, and reporting student growth Practical and accessible, Cultivating the Learner-Centered Classroom is an essential companion for teachers who want to empower and motivate students for lifelong learning. |
| decontextualized skill practice worksheets: Gaming and Cognition: Theories and Practice from the Learning Sciences Van Eck, Richard, 2010-05-31 This book applies the principles of research in the study of human cognition to games, with chapters representing 15 different disciplines in the learning sciences (psychology, serious game design, educational technology, applied linguistics, instructional design, eLearning, computer engineering, educational psychology, cognitive science, digital media, human-computer interaction, artificial intelligence, computer science, anthropology, education)--Provided by publisher. |
| decontextualized skill practice worksheets: Handbook of Classroom Assessment Gary D. Phye, 1996-11-19 The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss current theories. The book also features assessment of academic self-concept and subjective well-being in children and adolescents. The Handbook provides successfully field-tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages, and the visual arts. Contributing chapter authors share the unique distinction of having backgrounds that include both the development of assessment theory and first hand experience translating theory into practice at the classroom, school site, state, or national level. The book is divided into four sections. Section I discusses the top five theories with respect to what learning is, how it's related to achievement, and how we assess both in the classroom setting. Section II on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12. Assessment of classroom learning, Section III, presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades. Section IV on classroom practices includes an assessment of general reasoning skills and performance and how to develop a grading philosophy.Key Features* Explains the why, what, and how of classroom assessment* Combines theory and practice for a multidimensional approach to assessment* Presents test instruments and techniques specific to measuring various skills* Uses field-tested examples of assessment techniques* Provides a resource for staff development at the school site |
| decontextualized skill practice worksheets: Games-To-Teach or Games-To-Learn Yam San Chee, 2015-08-18 The book presents a critical evaluation of current approaches related to the use of digital games in education. The author identifies two competing paradigms: that of games-to-teach and games-to-learn. Arguing in favor of the latter, the author advances the case for approaching game-based learning through the theoretical lens of performance, rooted in play and dialog, to unlock the power of digital games for 21st century learning. Drawing upon the author’s research, three concrete exemplars of game-based learning curricula are described and discussed. The challenge of advancing game-based learning in education is addressed in the context of school reform. Finally, future prospects of and educational opportunities for game-based learning are articulated. Readers of the book will find the explication of performance theory applied to game-based learning especially interesting. This work constitutes the author’s original theorization. Readers will derive four main benefits: (1) an explication of the difference between game-based-teaching and game-based learning, and why this difference is of critical importance, (2) an exposition of the theory of game-based learning as performance, (3) concrete exemplars and research outcomes relating to three game-based learning curricula that have been empirically evaluated in schools, and (4) an understanding of complex issues related to the human side of school change that must be effectively addressed to achieve take-up of game-based learning in schools. |
| decontextualized skill practice worksheets: Reading Instruction That Works Michael Pressley, Richard L. Allington, 2014-10-03 This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling. New to This Edition *Updated throughout to reflect important recent research advances. *Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching. *New and revised vignettes of exemplary teachers. Subject Areas/Key Words: balanced instruction, classrooms, comprehension, decoding, elementary reading methods, engagement, exemplary teachers, explicit instruction, fluency, literacy, meaning, motivation, primary grades, reading instruction, skills, strategies, struggling readers, teaching, vocabulary, whole language, word recognition Audience: Teacher educators and graduate students; reading and literacy specialists; K-8 classroom teachers. Serves as a text in such courses as Reading Methods, Elementary Literacy Instruction, Reading Diagnosis and Instruction, and Psychology of Reading. -- |
| decontextualized skill practice worksheets: Developing Strategic Young Writers Through Genre Instruction Zoi A. Philippakos, Charles A. MacArthur, 2019-12-19 Chapter 1 contains a definition and explanation of genre-based strategy instruction with self-regulation for kindergarten through grade 2. In Chapter 2, we discuss writing purposes and the writing process, and we provide explanations about how to make connections between reading and writing under the larger umbrella concept of genre. In Chapter 3, we explain the strategy for teaching strategies, which is the instructional blueprint for using this book and for the development of additional genre-based lessons. Chapters 4 to 6 are instructional chapters and include the lessons and resources for responses to reading, opinion writing, procedural writing, and story writing. Chapter 7 includes guidelines for sentence writing and application of oral language in grammar instruction-- |
| decontextualized skill practice worksheets: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments Mariano, Gina J., Figliano, Fred J., 2019-01-25 Learning strategies for critical thinking are a vital part of today’s curriculum as students have few additional opportunities to learn these skills outside of school environments. Therefore, it is of utmost importance for pre-service teachers to learn how to infuse critical thinking skill development in every academic subject to assist future students in developing these skills. The Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments is a collection of innovative research on the methods and applications of critical thinking that highlights ways to effectively use critical thinking strategies and implement critical thinking skill development into courses. While highlighting topics including deep learning, metacognition, and discourse analysis, this book is ideally designed for educators, academicians, researchers, and students. |
| decontextualized skill practice worksheets: Timeless Learning Ira Socol, Pam Moran, Chad Ratliff, 2018-06-29 Reinvent public schools with proven, innovative practices Our homes, communities, and the world itself need the natural assets our children bring with them as learners, and which they often lose over time on the assembly line that pervades most of the public education system today. We see no actions as more important in school than developing, supporting, and reinforcing children's sense of agency, the value of their voices, and their potential to influence their own communities. In Timeless Learning, an award-winning team of leaders, Chief Technology Officer Ira Socol, Superintendent Pam Moran, and Lab Schools Principal Chad Ratliff demonstrate how you can implement innovative practices that have shown remarkable success. The authors use progressive design principles to inform pathways to disrupt traditions of education today and show you how to make innovations real that will have a timeless and meaningful impact on students, keeping alive the natural curiosity and passion for learning with which children enter school. Discover the power of project-based and student-designed learning Find out what “maker learning” entails Launch connected and interactive digital learning Benefit from the authors’ “opening up learning” space and time Using examples from their own successful district as well as others around the country, the authors create a deep map of the processes necessary to move from schools in which content-driven, adult-determined teaching has been the traditional norm to new learning spaces and communities in which context-driven, child-determined learning is the progressive norm. |
| decontextualized skill practice worksheets: Spectacular Things Happen Along the Way Brian D. Schultz, 2018 This celebrated narrative shows how a teacher, alongside his 5th-grade students, co-created a curriculum based on the students’ needs, interests, and questions. Follow Brian Schultz and his students from a Chicago housing project as they work together to develop an emergent and authentic curriculum based on what is most important to the 5th-graders—replacing their dilapidated school. The persuasive storytelling that captured the attention of educators and the media depicts the journey of one teacher in an urban school and his students juxtaposed against the powerful and entrenched bureaucracy of Chicago’s public education system. In this second edition, Schultz examines how school reform continues to fail students in urban contexts, reflects on his teaching and writing from a decade ago, and offers compelling updates on students and what became of the school. A lot can be learned from the young people of Room 405, then and now. Not only did these particular 5th-graders push back against the city and school board in their pursuit for a better learning environment for themselves and their community, but they also learned about the power of using their voices in purposeful ways. “We can only hope that educators will read the new edition and be inspired to make similar choices themselves.” —From the Foreword by Pedro Noguera, UCLA “In this eagerly awaited second edition, Schultz has reiterated what it means to be a courageous and caring teacher.” —From the Afterword by Sonia Nieto, professor emerita, University of Massachusetts, Amherst “A compelling read that continues to remind us how much a better world depends on our ability to foster learning and teaching experiences that nurture young people’s capacity to think deeply.” —Denise Taliaferro Baszile, VP, AERA Division B “This second edition highlights the ongoing dismantling of urban public schools in the name of ‘reform,’ even while fueling our sense of possibility and hope.” —Kevin Kumashiro, author, Bad Teacher! |
| decontextualized skill practice worksheets: Speaking, Reading, and Writing in Children With Language Learning Disabilities Katharine G. Butler, Elaine R. Silliman, 2001-12-01 The ability to use language in more literate ways has always been a central outcome of education. Today, however, being literate requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource. |
| decontextualized skill practice worksheets: Explicit Instruction Anita L. Archer, Charles A. Hughes, 2011-02-22 Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level |
| decontextualized skill practice worksheets: Effects of State-level Reform of Elementary School Mathematics Curriculum on Classroom Practice , 1990 |
| decontextualized skill practice worksheets: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
DECONTEXTUALIZE Definition & Meaning - Merriam-Webster
de· con· tex· tu· al· ize ˌdē-kən-ˈteks-chə-wə-ˌlīz -chə-ˌlīz, -chü-ə-ˌlīz decontextualized; decontextualizing; decontextualizes transitive verb : to remove from a context
DECONTEXTUALIZED | English meaning - Cambridge Dictionary
DECONTEXTUALIZED definition: 1. shown or considered without a context (= a sentence, a text, a situation, etc. that something is…. Learn more.
DECONTEXTUALIZE Definition & Meaning | Dictionary.com
to remove (a linguistic element, an action, etc.) from a context. decontextualized works of art displayed in museums.
DECONTEXTUALIZED definition and meaning | Collins English …
Definition of 'decontextualized' decontextualized in British English or decontextualised (ˌdiːkənˈtɛkstjʊəlaɪzd ) adjective removed from the usual context
What does decontextualized mean? - Definitions.net
Definition of decontextualized in the Definitions.net dictionary. Meaning of decontextualized. What does decontextualized mean? Information and translations of decontextualized in the most …
Decontextualized - The Free Dictionary
Define decontextualized. decontextualized synonyms, decontextualized pronunciation, decontextualized translation, English dictionary definition of decontextualized. or adj removed …
Decontextualization - Oxford Reference
Jun 20, 2025 · 1. A pejorative term for divorcing something from its original context. Most commonly referring to texts, utterances, or artworks. As an academic practice, this is criticized …
decontextualize | English Definition & Examples | Ludwig
Disjunctive, compressed, decontextualized, and, most important, cut-and-pastable, it's easily reassembled into works of art.
decontextualize - Wiktionary, the free dictionary
Jan 2, 2025 · decontextualize (third-person singular simple present decontextualizes, present participle decontextualizing, simple past and past participle decontextualized) (transitive) To …
DECONTEXTUALIZE definition and meaning | Collins English …
To consider (something) in isolation from its usual context.... Click for English pronunciations, examples sentences, video.
DECONTEXTUALIZE Definition & Meaning - Merriam-Webster
de· con· tex· tu· al· ize ˌdē-kən-ˈteks-chə-wə-ˌlīz -chə-ˌlīz, -chü-ə-ˌlīz decontextualized; decontextualizing; decontextualizes transitive verb : to remove from a context
DECONTEXTUALIZED | English meaning - Cambridge Dictionary
DECONTEXTUALIZED definition: 1. shown or considered without a context (= a sentence, a text, a situation, etc. that something is…. Learn more.
DECONTEXTUALIZE Definition & Meaning | Dictionary.com
to remove (a linguistic element, an action, etc.) from a context. decontextualized works of art displayed in museums.
DECONTEXTUALIZED definition and meaning | Collins English …
Definition of 'decontextualized' decontextualized in British English or decontextualised (ˌdiːkənˈtɛkstjʊəlaɪzd ) adjective removed from the usual context
What does decontextualized mean? - Definitions.net
Definition of decontextualized in the Definitions.net dictionary. Meaning of decontextualized. What does decontextualized mean? Information and translations of decontextualized in the most …
Decontextualized - The Free Dictionary
Define decontextualized. decontextualized synonyms, decontextualized pronunciation, decontextualized translation, English dictionary definition of decontextualized. or adj removed …
Decontextualization - Oxford Reference
Jun 20, 2025 · 1. A pejorative term for divorcing something from its original context. Most commonly referring to texts, utterances, or artworks. As an academic practice, this is criticized …
decontextualize | English Definition & Examples | Ludwig
Disjunctive, compressed, decontextualized, and, most important, cut-and-pastable, it's easily reassembled into works of art.
decontextualize - Wiktionary, the free dictionary
Jan 2, 2025 · decontextualize (third-person singular simple present decontextualizes, present participle decontextualizing, simple past and past participle decontextualized) (transitive) To …
DECONTEXTUALIZE definition and meaning | Collins English …
To consider (something) in isolation from its usual context.... Click for English pronunciations, examples sentences, video.
