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It is the thesis of this provocative book that the deteriorating state of America's public school system is actually a reflection of the problems in our culture and society. In "Waiting For A Miracle," James P. Comer M.D., Maurice Falk Professor of Child Psychiatry at the Yale University Child Study Center and the author of Maggie's American Dream, and co-author of Raising Black Children, outlines the cause of these afflictions and presents an inspiring paradigm for a new way of thinking and acting with regard to children and family.At the root of the problem, he states, is a social failure to make a commitment to families, and to community and child development.Using many examples from his personal experience of growing up poor, and from more than thirty years of community involvement, Comer argues that schools can be the most important instrument of change in a society. He spells out how private, public and non-profit sectors can collaborate to enable children, families, and communities to survive and thrive.
What is it that enables students to learn from some classroom activities, yet leaves them totally confused by others? Although we can't see directly into students' minds, we do have Cognitive Load Theory, and this is the next best thing. Built on the foundation of all learning, the human memory system, Cognitive Load Theory details the exact actions that teachers can take to maximise student outcomes.Written under the guidance, and thoroughly reviewed by the originator of CLT, John Sweller, this practical guide summarises over 30 years of research in this field into clear and easily understandable terms. This book features both a thorough discussion of the core principles of CLT and a wide array of classroom-ready strategies to apply it to art, music, history, chemistry, PE, mathematics, computer science, economics, biology, and more.
This survey book reviews four interrelated areas: (i) the relevance of heuristics in problem-solving approaches – why they are important and what research tells us about their use; (ii) the need to characterize and foster creative problem-solving approaches – what type of heuristics helps learners devise and practice creative solutions; (iii) the importance that learners formulate and pursue their own problems; and iv) the role played by the use of both multiple-purpose and ad hoc mathematical action types of technologies in problem-solving contexts – what ways of reasoning learners construct when they rely on the use of digital technologies, and how technology and technology approaches can be reconciled.
This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is being solved. Part one describes six kinds of problems and the methods required to solve them. Part two goes beyond traditional discussions of case design and introduces six different purposes or functions of cases, the building blocks of problem-solving learning environments. It also describes methods for constructing cases to support problem solving. Part three introduces a number of cognitive skills required for studying cases and solving problems. Finally, Part four describes several methods for assessing problem solving. Key features includes: Teaching Focus – The book is not merely a review of research. It also provides specific research-based advice on how to design problem-solving learning environments. Illustrative Cases – A rich array of cases illustrates how to build problem-solving learning environments. Part two introduces six different functions of cases and also describes the parameters of a case. Chapter Integration – Key theories and concepts are addressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated. Author expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years. This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.
Problem solving is central to the teaching and learning of chemistry at secondary, tertiary and post-tertiary levels of education, opening to students and professional chemists alike a whole new world for analysing data, looking for patterns and making deductions. As an important higher-order thinking skill, problem solving also constitutes a major research field in science education. Relevant education research is an ongoing process, with recent developments occurring not only in the area of quantitative/computational problems, but also in qualitative problem solving. The following situations are considered, some general, others with a focus on specific areas of chemistry: quantitative problems, qualitative reasoning, metacognition and resource activation, deconstructing the problem-solving process, an overview of the working memory hypothesis, reasoning with the electron-pushing formalism, scaffolding organic synthesis skills, spectroscopy for structural characterization in organic chemistry, enzyme kinetics, problem solving in the academic chemistry laboratory, chemistry problem-solving in context, team-based/active learning, technology for molecular representations, IR spectra simulation, and computational quantum chemistry tools. The book concludes with methodological and epistemological issues in problem solving research and other perspectives in problem solving in chemistry. With a foreword by George Bodner.
Learn to Code by Solving Problems is a practical introduction to programming using Python. It uses coding-competition challenges to teach you the mechanics of coding and how to think like a savvy programmer. Computers are capable of solving almost any problem when given the right instructions. That’s where programming comes in. This beginner’s book will have you writing Python programs right away. You’ll solve interesting problems drawn from real coding competitions and build your programming skills as you go. Every chapter presents problems from coding challenge websites, where online judges test your solutions and provide targeted feedback. As you practice using core Python features, functions, and techniques, you’ll develop a clear understanding of data structures, algorithms, and other programming basics. Bonus exercises invite you to explore new concepts on your own, and multiple-choice questions encourage you to think about how each piece of code works. You’ll learn how to: Run Python code, work with strings, and use variables Write programs that make decisions Make code more efficient with while and for loops Use Python sets, lists, and dictionaries to organize, sort, and search data Design programs using functions and top-down design Create complete-search algorithms and use Big O notation to design more efficient code By the end of the book, you’ll not only be proficient in Python, but you’ll also understand how to think through problems and tackle them with code. Programming languages come and go, but this book gives you the lasting foundation you need to start thinking like a programmer.
Explore a three-phase approach for solving any typical school problem.
"The author makes a compelling case that we often start solving a problem before thinking deeply about whether we are solving the right problem. If you want the superpower of solving better problems, read this book." -- Eric Schmidt, former CEO, Google Are you solving the right problems? Have you or your colleagues ever worked hard on something, only to find out you were focusing on the wrong problem entirely? Most people have. In a survey, 85 percent of companies said they often struggle to solve the right problems. The consequences are severe: Leaders fight the wrong strategic battles. Teams spend their energy on low-impact work. Startups build products that nobody wants. Organizations implement "solutions" that somehow make things worse, not better. Everywhere you look, the waste is staggering. As Peter Drucker pointed out, there's nothing more dangerous than the right answer to the wrong question. There is a way to do better. The key is reframing, a crucial, underutilized skill that you can master with the help of this book. Using real-world stories and unforgettable examples like "the slow elevator problem," author Thomas Wedell-Wedellsborg offers a simple, three-step method - Frame, Reframe, Move Forward - that anyone can use to start solving the right problems. Reframing is not difficult to learn. It can be used on everyday challenges and on the biggest, trickiest problems you face. In this visually engaging, deeply researched book, you’ll learn from leaders at large companies, from entrepreneurs, consultants, nonprofit leaders, and many other breakthrough thinkers. It's time for everyone to stop barking up the wrong trees. Teach yourself and your team to reframe, and growth and success will follow.
From one of the foremost authorities on education in the United States, former U.S. assistant secretary of education, an incisive, comprehensive look at today’s American school system that argues against those who claim it is broken and beyond repair; an impassioned but reasoned call to stop the privatization movement that is draining students and funding from our public schools. In a chapter-by-chapter breakdown she puts forth a plan for what can be done to preserve and improve our public schools. She makes clear what is right about U.S. education, how policy makers are failing to address the root causes of educational failure, and how we can fix it.
Work with students at all levels to help them read novels Whole Novels is a practical, field-tested guide to implementing a student-centered literature program that promotes critical thinking and literary understanding through the study of novels with middle school students. Rather than using novels simply to teach basic literacy skills and comprehension strategies, Whole Novels approaches literature as art. The book is fully aligned with the Common Core ELA Standards and offers tips for implementing whole novels in various contexts, including suggestions for teachers interested in trying out small steps in their classrooms first. Includes a powerful method for teaching literature, writing, and critical thinking to middle school students Shows how to use the Whole Novels approach in conjunction with other programs Includes video clips of the author using the techniques in her own classroom This resource will help teachers work with students of varying abilities in reading whole novels.