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This text supports the professional development and training of modern languages teachers in higher education. It links insights from pedagogical and applied linguistic research to the practicalities of the undergraduate language syllabus and is suitable for teachers of both specialist and non-specialist language students.
Understanding Applied Learning enables teachers, lecturers and educators to facilitate applied learning effectively with learners in schools, colleges and universities. It introduces teachers to the concept of applied learning in practice, cutting across any vocational and academic divide to show how this approach supports high-quality and effective outcomes for learners. Applied learning prepares and equips learners for life in the twenty-first century and lifelong learning. Offering practical guidance on why and how to adopt applied learning in all post-primary settings, this practical resource introduces and explores the core concepts, practices and benefits of using this approach. Illustrated with real-life scenarios, it examines why applied learning is relevant today, how it enables learners to connect knowledge with new situations, how to navigate and solve intellectual and skills-based problems and how to work collaboratively and develop higher-level thinking skills. Key topics covered include: A range of applied learning theories and strategies Relevant, Engaging, Active Learning (REAL) for successful knowledge and skills development The relevance of applied learning to employers Overcoming issues in embedding applied learning approaches How to embed creativity into learning experiences. Understanding Applied Learning is an authoritative, down-to-earth guide to facilitate applied learning effectively and successfully with students in secondary schools, colleges and universities. It is a source of support and inspiration for all those committed to high-quality and effective outcomes for learners.
This book is open access under a CC BY-NC 3.0 IGO license. This book comprehensively covers topics in knowledge management and competence in strategy development, management techniques, collaboration mechanisms, knowledge sharing and learning, as well as knowledge capture and storage. Presented in accessible “chunks,” it includes more than 120 topics that are essential to high-performance organizations. The extensive use of quotes by respected experts juxtaposed with relevant research to counterpoint or lend weight to key concepts; “cheat sheets” that simplify access and reference to individual articles; as well as the grouping of many of these topics under recurrent themes make this book unique. In addition, it provides scalable tried-and-tested tools, method and approaches for improved organizational effectiveness. The research included is particularly useful to knowledge workers engaged in executive leadership; research, analysis and advice; and corporate management and administration. It is a valuable resource for those working in the public, private and third sectors, both in industrialized and developing countries.
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Vicky White and John Harris have drawn together the contributors' experiences of working with children in a broad range of settings, emphasising ways in which the current context of change can be used as an opportunity to enhance the quality of service provision and achieve better outcomes for children and their families.
The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.
This volume provides a summary of the findings that educational research has to offer on good practice in school science teaching. It offers an overview of scholarship and research in the field, and introduces the ideas and evidence that guide it.
Today's marketplace is fueled by knowledge. Yet organizing systematically to leverage knowledge remains a challenge. Leading companies have discovered that technology is not enough, and that cultivating communities of practice is the keystone of an effective knowledge strategy. Communities of practice come together around common interests and expertise- whether they consist of first-line managers or customer service representatives, neurosurgeons or software programmers, city managers or home-improvement amateurs. They create, share, and apply knowledge within and across the boundaries of teams, business units, and even entire companies-providing a concrete path toward creating a true knowledge organization. In Cultivating Communities of Practice, Etienne Wenger, Richard McDermott, and William M. Snyder argue that while communities form naturally, organizations need to become more proactive and systematic about developing and integrating them into their strategy. This book provides practical models and methods for stewarding these communities to reach their full potential-without squelching the inner drive that makes them so valuable. Through in-depth cases from firms such as DaimlerChrysler, McKinsey & Company, Shell, and the World Bank, the authors demonstrate how communities of practice can be leveraged to drive overall company strategy, generate new business opportunities, tie personal development to corporate goals, transfer best practices, and recruit and retain top talent. They define the unique features of these communities and outline principles for nurturing their essential elements. They provide guidelines to support communities of practice through their major stages of development, address the potential downsides of communities, and discuss the specific challenges of distributed communities. And they show how to recognize the value created by communities of practice and how to build a corporate knowledge strategy around them. Essential reading for any leader in today's knowledge economy, this is the definitive guide to developing communities of practice for the benefit-and long-term success-of organizations and the individuals who work in them. Etienne Wenger is a renowned expert and consultant on knowledge management and communities of practice in San Juan, California. Richard McDermott is a leading expert of organization and community development in Boulder, Colorado. William M. Snyder is a founding partner of Social Capital Group, in Cambridge, Massachusetts.
Today, K-12 practitioners are challenged to become educational innovators. Yet, little is available to the practitioner to guide their reflection about the design, development, and implementation of these innovations in their own practice. This brief approaches such problems of practice from the perspectives of design research. Although design research typically centers on the partnership between researchers and practitioners in real-world settings, relationships between researchers and practitioners are not always practical. In this brief, the authors explore how the design research process can make the goals, assumptions, processes, methods, and outcomes of design research uniquely accessible to the practitioner. In clear, explicit language, it introduces design research to practitioners using both expository discussions and a robust narrative case study approach that ably guides the reader through the phases of design research, namely: Theory to innovation to practice Understanding problems of practice Creating a design solution Assessing the design solution Evaluating learning outcomes Capturing lessons for practice Understanding Problems of Practice is a singular resource for teachers and practitioners enrolled in graduate research courses or courses on teacher leadership. It also lends itself well as a supplement to professional development activities and studies at the district, school, and professional learning community levels.
First published in 1997. An introduction to the theory and practices of development in the third world, tracing the evolution of development theory over 40 years, and examining why so many of the benefits of development are still not shared by millions.