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How to Create the Conditions for Learning shows how the conditions for continuously improving instruction can be created at every level, from the classroom to the school to the central office. Ann Jaquith describes four types of instructional resources--knowledge, technology, relationships, and structures--and discusses the contextual conditions that allow these resources to be identified, taken up, and put to effective use. Case studies of schools and districts highlight how leaders can identify and deploy underutilized resources and create organizational routines that support the ongoing development of instructional capacity. The book represents an important contribution to the effort to stimulate, support, and sustain excellent teaching and inspired learning in our schools. "Ann Jaquith's instructional capacity building framework has taken our district to a deeper level of implementation, guiding how we create conditions of learning for teachers, principals, and district staff so they can in turn create optimal conditions for learning for students." --Diann Kitamura, superintendent, Santa Rosa City Schools "Drawing on real-life examples, this insightful book provides richly detailed and specific strategies for teachers, principals, superintendents (even researchers) concerned with improving learning opportunities for students and staff in any school." --Leslie Santee Siskin, research professor, New York University Steinhardt "How to Create the Conditions for Learning is essential reading for all educators determined to create and sustain a culture that continuously enriches the working conditions necessary to support efforts to improve teaching and learning." --Marcia G. Trott, Improving Teacher Quality State Grants Program administrator, California Department of Education "Ann Jaquith's framework for instructional capacity building is at once theoretically sound and immensely practical and will help leaders identify and use an array of resources for instructional improvement. A terrific book for everyone concerned with improving instruction." --Pam Grossman, dean, Graduate School of Education, University of Pennsylvania Ann Jaquith is the associate director of the Stanford Center for Opportunity Policy in Education.
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.
The acclaimed exploration of how public education can cultivate innovators—with a foreword by Russlynn Ali, a leading advocate for remaking schools Dime-a-dozen ideas for reforming education seem to be everywhere these days but few actually transform the everyday experience of the 50-million-plus students who are regularly subjected to traditional lecturing, note-taking, and rote learning—often with dismal results. Enter Deeper Learning, "a fast read [that] will interest educators who want to produce self-motivated, passionate learners" (Library Journal). Offering "uplifting" (Kirkus Reviews) anecdotes in what Tom Carroll of the National Commission on Teaching and America's Future calls a "rare blend of inspiration and practical action," Deeper Learning provides a blueprint for creating flexible environments that put students at the helm of their own collaborative learning experience. This paperback edition includes a new foreword by renowned education advocate Russlynn Ali and will empower and inspire educators everywhere to address the need for schools to be genuinely innovative.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
This survey aims to help countries review and develop policies to make the teaching profession more attractive and more effective.
“When students know how to learn, they are able to become their own teachers.” —Nancy Frey, Douglas Fisher, and John Hattie Imagine students who describe their learning in these terms: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” Now imagine the extraordinary difference this type of ownership makes in their progress over the course of a school year. This illuminating book shows how to make this scenario an everyday reality. With its foundation in principles introduced in the authors’ bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement.
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
The "Golden Age" Of Antibiotics Is Over Deadly new organisms, resistant to all known antibiotics, are emerging all over the planet and gaining ground FAST... It's over The truth is, the comfortable world as we have known it for the last 60 years is coming rapidly to an end. Bacteria are deadly and the short period of time where we were able to control them is vanishing fast. Because of their fantastic power of multiplication (doubling every 20 minutes or so), that new strain could be all over the Earth within months, or even weeks. You've heard of MRSA, everyone has heard of MRSA. But did you know that in 2009 an even more virulent new strain of MRSA emerged, that is FIVE TIMES more deadly and kills 50% of its victims? But it's not just MRSA. Now we have VRE (vancomycin-resistant enterococcus), which is far more deadly than MRSA (100% fatal septicemia). Also we now have PRSP (penicillin-resistant Streptococcus pneumoniae). It is reported that out of 100,000 hospitalizations for pneumonia, 40% are now due to this organism And don't forget, resistant syphilis is back on the loose. Syphilis (Lues) was one of the most feared of all diseases for centuries and kept young men and women in terror of the act of sexual union. Our old enemy TB is on the prowl too, with a new strain which is classed MDR (multiple-drug resistant). In Germany in the summer of 2011 A deadly new strain of E. Coli emerged, that is highly resistant to antibiotics and killed hundreds in Europe on it's unstoppable rampage. If you are not worried about this deteriorating position, you should be. False reliance on drugs and pharma medicine has proven to be a weak strategy: the game is LOST The Truth Is: You can't hold back bacteria. They are too overwhelmingly numerous and powerful. But there is GOOD news... In the days before antibiotics not everyone died of their infections. There were scores of great, workable non-drug solutions to infections. These remedies still work You need to get to know them, get re-acquainted with our folklore and natural heritage again and fast. You never know when the next outbreak will sweep your neighborhood. It's important to strengthen your immune defenses, of course. But you also need to go on a short education course of learning what your antibiotic-alternative options are. To make it easy for you, Dr. Keith has compiled a comprehensive report of all the suitable alternatives, with scientific studies to support them. You'll be amazed just how many humble home remedies and plant-based solutions have been studied scientifically and demonstrated to work effectively. PLUS, he has given you lots of very modern possibilities that were not even dreamed of in the era before antibiotics. This is the AUTHORITY report you have been waiting for. Dr. Keith is well known for demanding minimum scientific standards, not just myth, "wise woman stories" and ignorant conjecture.
Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world—together with their practical applications in educational contexts. Reflecting Marton’s whole lifetime's work, the unique and significant contribution of this book is to offer an evidence-based answer to the questions "How do we make novel meanings our own?" and "How do we learn to see things in more powerful ways?" The presentation makes use of hundreds of empirical studies carried out in Europe and Asia which build on the theory. The line of reasoning and the way in which the examples are put together is consistent with the theory—it is both presented and applied. The main argument is that in order to learn we have to discern, and to discern the intended ideas we must be presented with carefully structured variation, against a background of invariance. We then go through processes of contrast, generalization, and fusion in order to make sense. These insights form a practical framework for those who design teaching and teaching materials. Necessary Conditions of Learning is a major original work for which scholars of pedagogical theory have been waiting a long time.
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.