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Programmieren und zeichnen mit Python für Dummies Junior (Für Dummies)
by Claudia Ermel Olga RungeBunte Spiralen, Schneeflocken unter dem Mikroskop, 3D-Bilder? Mit diesem Buch lernst du, immer schönere Bilder mit dem Computer zu zeichnen. Es fängt ganz leicht an: Zuerst lässt du die Schildkröte, die deinen Pinsel hält, einfach nur über den Bildschirm laufen. Als nächstes bringst du ihr bei, ein Dreieck zu zeichnen. Wenn du ein Dreieck zeichnen kannst, kannst du auch ganz viele zeichnen, denn die Schildkröte nimmt dir die Arbeit ab. Dann kombinierst du Dreiecke zu Mosaiken und lässt Blumen und Bäume wachsen. Noch nicht genug? Zeichne 3D-Bilder und optische Täuschungen, animiere die Schildkröte, lasse sie Futter suchen oder steuere sie durch ein Labyrinth. Du hast noch mehr Ideen für eigene Bilder oder Spiele? Dieses Buch liefert dir die Python-Programmierbefehle dazu. Bestens geeignet für Kinder und Jugendliche ab 12 Jahre.
Programming in C# (MCSD) Guide: Learn basic to advanced concepts of C#, including C# 8, to pass Microsoft MCSD 70-483 exam
by Simaranjit Singh BhallaThe book is intended to the aspirants of Microsoft certifications and C# developers wanting to become a Microsoft specialist. The book assumes C# knowledge and promises to take it to a practical level.
Programming with MicroPython: Embedded Programming with Microcontrollers and Python
by Nicholas H. TollerveyIt’s an exciting time to get involved with MicroPython, the re-implementation of Python 3 for microcontrollers and embedded systems. This practical guide delivers the knowledge you need to roll up your sleeves and create exceptional embedded projects with this lean and efficient programming language. If you’re familiar with Python as a programmer, educator, or maker, you’re ready to learn—and have fun along the way.Author Nicholas Tollervey takes you on a journey from first steps to advanced projects. You’ll explore the types of devices that run MicroPython, and examine how the language uses and interacts with hardware to process input, connect to the outside world, communicate wirelessly, make sounds and music, and drive robotics projects.Work with MicroPython on four typical devices: PyBoard, the micro:bit, Adafruit’s Circuit Playground Express, and ESP8266/ESP32 boardsExplore a framework that helps you generate, evaluate, and evolve embedded projects that solve real problemsDive into practical MicroPython examples: visual feedback, input and sensing, GPIO, networking, sound and music, and roboticsLearn how idiomatic MicroPython helps you express a lot with the minimum of resourcesTake the next step by getting involved with the Python community
Progress Plain and Simple: What Every Teacher Needs To Know About Improving Pupil Progress
by Michael HarphamWhat is progress in learning? How do we see progress being made in a lesson? This book offers a fresh perspective on teaching, learning and progress in the classroom. Written by an experienced teacher and school leader, Michael Harpham, it explores the different ways in which progress can be made in the classroom and how it can be more effectively delivered, identified, evidenced, measured and assessed. The book provides an overview of progress in schools for both teachers and school leaders, including what is meant by progress and what it looks like in lessons, as well as its implications on assessment, leadership, and internal and external school evaluation. It offers over thirty situation-driven strategies and activities to help develop and deliver progress in and beyond the classroom, focussing on five measures: Skills Knowledge Accuracy Resilience Independent learning Full of tips to help improve progress in schools, this is essential reading for all teachers, school leaders and parents.
Progress and Inequality in Comprehensive Education (Routledge Library Editions: Sociology of Education #2)
by Stephen J. Ball Anthony G. GreenThis book, first published in 1988, examines the development of secondary comprehensive education from the 1960s to the 1980s. Tensions and transformations in the meaning and practice of ‘comprehensive’ and ‘progressive’ education within the state education sector are examined and described. The main themes throughout the collection are the deepening crisis of comprehensive education and the profound restructuring which is taking place in secondary education as a result of current government policy. This title will be of interest to students of education and sociology.
Progress and Performance in the Primary Classroom (Routledge Revivals)
by Maurice Galton Brian SimonFirst published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading. The findings indicate that the more successful styles are used by the more experienced teachers, who manage to increase the amount of contact with the pupils by a variety of organizational strategies. While pupils who receive the greatest amount of class teaching do best on mathematics, there is no evidence to suggest that the characteristics of teaching valued by critics of modern primary practice exert any significant influence on pupil progress. The relationship between pupil progress and behaviour shows some remarkable patterns. For example, it was found that children who work on average one day per week less than other children still make the same progress in basic skills as the others. Such findings suggest that there is a need to examine how far teaching in the junior school is sufficiently stimulating and challenging, while at the same time acknowledging the difficulties of improving the situation while class sizes remain relatively high. This book will be of interest to students of education and pedagogy as well as to teachers.
Progress in Computing: Key Stage 3
by George Rouse Lorne Pearcey Ben Barnes Tristan Kirkpatrick Graham Hastings Mark ClarksonReboot your Key Stage 3 classroom with this all-in-one textbook that will inspire you to deliver creative Computing lessons with confidence.> Boost knowledge and skills in bite-sized chunks: every double-page spread represents a lesson's worth of targeted content and activities > Build understanding of the principles of Computing and improve IT skills with a range of engaging activities> Challenge students to think creatively about what they are learning and how it can be applied in the real world> Empower students to check and drive their own progress through Key Stage 3 and to GCSE, Cambridge Nationals and BTEC, and beyond, with regular knowledge check-ins and activities> Ensure complete coverage of the National Curriculum, with an easy-to-follow Progression FrameworkWe've listened to how you teach Computing at Key Stage 3 and designed our brand-new toolkit of digital and printed resources around you! Comprising of everything you will need to confidently deliver the National Curriculum in Computing and develop students' ICT skills, Progress in Computing: Key Stage 3 combines lesson plans, presentations, interactive resources, quizzes and assessments with a Student Book.The Progress in Computing digital and print 'toolkit' will be formed of 16 modules that can be used flexibly to suit a teacher's context. Our brand-new digital platform will also give you unparalleled flexibility in terms of choosing your own pathway through the resources, with the bonus of all elements being tagged clearly against the curriculum, our 2 and 3-year Scheme of Work and progression to Key Stage 4 qualifications.Digital resources include: - videos, animations, online self-marking coding challenges and worksheets - teaching and learning support and lesson plans including course planners for centres in England and Wales- a mixture of teacher-led, teacher-facilitated, plugged and unplugged activities- baseline assessment and an end of Key Stage 3 assessment, with auto-marked homework quizzes and end-of-module assessments track progress throughout the course. Sign up to our eUpdates to find out how to access our digital resources!
Progress in Computing: Key Stage 3
by George Rouse Lorne Pearcey Ben Barnes Tristan Kirkpatrick Graham Hastings Mark ClarksonReboot your Key Stage 3 classroom with this all-in-one textbook that will inspire you to deliver creative Computing lessons with confidence.> Boost knowledge and skills in bite-sized chunks: every double-page spread represents a lesson's worth of targeted content and activities > Build understanding of the principles of Computing and improve IT skills with a range of engaging activities> Challenge students to think creatively about what they are learning and how it can be applied in the real world> Empower students to check and drive their own progress through Key Stage 3 and to GCSE, Cambridge Nationals and BTEC, and beyond, with regular knowledge check-ins and activities> Ensure complete coverage of the National Curriculum, with an easy-to-follow Progression FrameworkWe've listened to how you teach Computing at Key Stage 3 and designed our brand-new toolkit of digital and printed resources around you! Comprising of everything you will need to confidently deliver the National Curriculum in Computing and develop students' ICT skills, Progress in Computing: Key Stage 3 combines lesson plans, presentations, interactive resources, quizzes and assessments with a Student Book.The Progress in Computing digital and print 'toolkit' will be formed of 16 modules that can be used flexibly to suit a teacher's context. Our brand-new digital platform will also give you unparalleled flexibility in terms of choosing your own pathway through the resources, with the bonus of all elements being tagged clearly against the curriculum, our 2 and 3-year Scheme of Work and progression to Key Stage 4 qualifications.Digital resources include: - videos, animations, online self-marking coding challenges and worksheets - teaching and learning support and lesson plans including course planners for centres in England and Wales- a mixture of teacher-led, teacher-facilitated, plugged and unplugged activities- baseline assessment and an end of Key Stage 3 assessment, with auto-marked homework quizzes and end-of-module assessments track progress throughout the course.
Progress in Entrepreneurship Education and Training: New Methods, Tools, and Lessons Learned from Practice (FGF Studies in Small Business and Entrepreneurship)
by Andreas Kuckertz Joern H. Block Jantje Halberstadt Nils Högsdal Helle NeergaardThe education of future entrepreneurs shapes how we will live in the future, and proper entrepreneurship education is thus of utmost importance. Entrepreneurship educators and researchers constantly renew tools, interventions, and training programs for entrepreneurship education and adapt them to the specific needs of entrepreneurs and developments in the entrepreneurship ecosystem. This open-access book is based on this background and offers expert insights that highlight context-specificity and discuss training methods and tools that are impact-oriented. The authors represent multiple institutional and cultural backgrounds, to provide a useful resource with new ideas for the community of entrepreneurship educators, facilitators, and scholars. Based on the chapters, the editors of the volume also offer several propositions and critical insights important for the current state of entrepreneurship education and its future development. This book will be a valuable resource for entrepreneurship educators and education policymakers alike.
Progress in Geography Fieldwork: Key Stage 3
by Hayley PeacockHelp your students understand and conduct fieldwork enquiries in their local area with Progress in Geography Fieldwork: Key Stage 3.Nine ready-made fieldwork enquiries contain the instructions, data and activities your students need to successfully carry out, analyse and evaluate fieldwork in their local area or in the classroom. Save time planning and easily integrate fieldwork into your KS3 curriculum with enquiries such as how safe do people think my local area is for cyclists; how sustainable is my local community; and what are the different microclimates around my school. This book can be used flexibly throughout KS3, to gradually builds towards the skills needed for fieldwork at GCSE.Progress in Geography Fieldwork: Key Stage 3 will allow pupils to:- Experience primary and secondary data collection techniques, from traffic counts to quality of life questionnaires- Learn how to present and analyse data effectively- Develop skills of evaluation to judge the strengths and limitations of various techniques- Complete enquiries even if they are unable to leave school grounds, through the data provided in the book
Progress in Geography Fieldwork: Key Stage 3
by Hayley PeacockHelp your students understand and conduct fieldwork enquiries in their local area with Progress in Geography Fieldwork: Key Stage 3.Nine ready-made fieldwork enquiries contain the instructions, data and activities your students need to successfully carry out, analyse and evaluate fieldwork in their local area or in the classroom. Save time planning and easily integrate fieldwork into your KS3 curriculum with enquiries such as how safe do people think my local area is for cyclists; how sustainable is my local community; and what are the different microclimates around my school. This book can be used flexibly throughout KS3, to gradually builds towards the skills needed for fieldwork at GCSE.Progress in Geography Fieldwork: Key Stage 3 will allow pupils to:- Experience primary and secondary data collection techniques, from traffic counts to quality of life questionnaires- Learn how to present and analyse data effectively- Develop skills of evaluation to judge the strengths and limitations of various techniques- Complete enquiries even if they are unable to leave school grounds, through the data provided in the book
Progress in Geography Skills: Key Stage 3
by David GardnerThis book is designed to help students build up and apply geographical skills throughout KS3. A wide range of skills are introduced in Unit 1, and then revisited and progressed in different contexts in Units 2-15 as part of a learning journey to becoming a geographer. These skills are progressed as an integral component of an enquiry process. The book provides a firm foundation for the geographical skills required at GCSE level and beyond. A wide range of geographical data is provided including satellite images and a large number of OS maps at a variety of scales, often linked to other data, such as ground and aerial photos. Progress in Geography Skills: Key Stage 3 can be used independently or alongside the Progress in Geography: Key Stage 3 Student book.Each page has a specific learning objective and skills focus, such as:- Conducting geographical enquiries; considering different points of view and making decisions - Drawing field sketches, linked to OS maps and locating places using lines of latitude and longitude on an atlas or grid references on OS maps- Understanding and drawing a wide variety of graphs- Analysis and presentation of statistical data- Comparing ground level photographs with Ordnance Survey maps and being able to identify coastal, glacial and river landforms on OS maps- Using newspapers to investigate issues, and detect bias- Using websites, including online GiS, as part of enquiries and investigating data
Progress in Geography Skills: Key Stage 3
by David GardnerHighly Commended in the GA Publishers' Awards 2021:"This comprehensive resource has been designed to work alongside Progress in Geography and uses the same format and recognisable layout. It can also be used as a standalone text and is packed full of resources, well-framed activities, support and practice to help students to develop key geographical skills and think critically about what they're learning. The judges also felt it could be a useful reference for non-specialists and trainee teachers." This book is designed to help students build up and apply geographical skills throughout KS3. A wide range of skills are introduced in Unit 1, and then revisited and progressed in different contexts in Units 2-15 as part of a learning journey to becoming a geographer. These skills are progressed as an integral component of an enquiry process. The book provides a firm foundation for the geographical skills required at GCSE level and beyond. A wide range of geographical data is provided including satellite images and a large number of OS maps at a variety of scales, often linked to other data, such as ground and aerial photos. Progress in Geography Skills: Key Stage 3 can be used independently or alongside the Progress in Geography: Key Stage 3 Student book.Each page has a specific learning objective and skills focus, such as:- Conducting geographical enquiries; considering different points of view and making decisions - Drawing field sketches, linked to OS maps and locating places using lines of latitude and longitude on an atlas or grid references on OS maps- Understanding and drawing a wide variety of graphs- Analysis and presentation of statistical data- Comparing ground level photographs with Ordnance Survey maps and being able to identify coastal, glacial and river landforms on OS maps- Using newspapers to investigate issues, and detect bias- Using websites, including online GiS, as part of enquiries and investigating data
Progress in Geography: Key Stage 3
by David Gardner Catherine Owen Eleanor HopkinsMotivate pupils to develop their geographical skills, knowledge and understanding as they become engaged and accomplished geographers, ready for the demands of GCSE.Specifically designed to provide a solid foundation for the 2016 GCSE specifications, this Student Book takes an enquiry-based approach to learning within each unit and lesson.- Easily and cost-effectively implement a new KS3 scheme of work: this coherent single-book course covers the latest National Curriculum content, providing 150 ready-made lessons that can be used flexibly for a two or three-year KS3- Build and improve the geographical knowledge and skills that pupils need: every double-page spread represents a lesson, with rich geographical data and place contexts for pupils to interpret, analyse andevaluate- Lay firm foundations for GCSE: key vocabulary, command words and concepts are introduced gradually, preparing pupils for the content and question types they will encounter at GCSE, with a particular focus on analysis and evaluation questions- Effectively assess, measure and demonstrate progress: formative assessments throughout each lesson and summative end-of-unit reviews include questions that show whether pupils are 'working towards', 'meeting' or 'exceeding' expectations- Encourage pupils to check and drive their own progress: learning objectives and end-of-unit learning outcomes help pupils reflect on their learning and make connections between key concepts and skills throughout the course
Progress in Geography: Key Stage 3, Second Edition
by David Gardner Catherine Owen Jo Coles John Lyon Eleanor BarkerPut progression at the heart of your curriculum with this hugely popular KS3 course from David Gardner, a leading authority in the Geography community.Fully reviewed and updated - with three new units - this forward-thinking course will fascinate young geographers, incorporating many diverse voices and exploring 'big ideas' such as place, the Earth's systems, the impact of colonialism and the complexities of development.> Choose the most cost-effective course. With 180 ready-made lessons in a single book, Progress in Geography provides a full three-year KS3. The free accompanying Progression Framework maps progress from Year 7 to Year 9, across the National Curriculum and towards the GCSE Assessment Objectives.> Ensure progress in geographical skills, knowledge and understanding. Every lesson and every unit builds upon prior learning and links to future learning, fully embedding geographical enquiry. Each double-page spread represents one lesson, with rich geographical resources, up-to-date data and case studies for pupils to interpret, analyse and evaluate.> Align with Ofsted's expectations. Curriculum expert David Gardner has fully integrated disciplinary, substantive and procedural knowledge, as recommended in Ofsted's 2023 Geography Subject Report and the GA Curriculum Framework.> Assess and demonstrate pupil progress. Ideal for formative assessment, lesson activities create a stepped approach to enquiry learning, guiding pupils through the geographical data as they answer each lesson's enquiry question. End-of-unit review lessons create a reflection point, facilitating medium-term summative assessment and giving a broader view of progress.> Lay firm foundations for GCSE. Key vocabulary, command words and concepts are introduced gradually, preparing pupils for the content and question types they will encounter at GCSE, with a particular focus on analysis and evaluation, plus newly added decision-making activities.
Progress in Geography: Key Stage 3, Second Edition
by David Gardner Catherine Owen Jo Coles John Lyon Eleanor BarkerPut progression at the heart of your curriculum with this hugely popular KS3 course from David Gardner, a leading authority in the Geography community.Fully reviewed and updated - with three new units - this forward-thinking course will fascinate young geographers, incorporating many diverse voices and exploring 'big ideas' such as place, the Earth's systems, the impact of colonialism and the complexities of development.> Choose the most cost-effective course. With 180 ready-made lessons in a single book, Progress in Geography provides a full three-year KS3. The free accompanying Progression Framework maps progress from Year 7 to Year 9, across the National Curriculum and towards the GCSE Assessment Objectives.> Ensure progress in geographical skills, knowledge and understanding. Every lesson and every unit builds upon prior learning and links to future learning, fully embedding geographical enquiry. Each double-page spread represents one lesson, with rich geographical resources, up-to-date data and case studies for pupils to interpret, analyse and evaluate.> Align with Ofsted's expectations. Curriculum expert David Gardner has fully integrated disciplinary, substantive and procedural knowledge, as recommended in Ofsted's 2023 Geography Subject Report and the GA Curriculum Framework.> Assess and demonstrate pupil progress. Ideal for formative assessment, lesson activities create a stepped approach to enquiry learning, guiding pupils through the geographical data as they answer each lesson's enquiry question. End-of-unit review lessons create a reflection point, facilitating medium-term summative assessment and giving a broader view of progress.> Lay firm foundations for GCSE. Key vocabulary, command words and concepts are introduced gradually, preparing pupils for the content and question types they will encounter at GCSE, with a particular focus on analysis and evaluation, plus newly added decision-making activities.
Progress in Geography: Motivate, engage and prepare pupils
by David Gardner Catherine Owen Jo Coles John Lyon Eleanor BarkerMotivate pupils to develop their geographical skills, knowledge and understanding as they become engaged and accomplished geographers, ready for the demands of GCSE.Specifically designed to provide a solid foundation for the 2016 GCSE specifications, this Student Book takes an enquiry-based approach to learning within each unit and lesson.- Easily and cost-effectively implement a new KS3 scheme of work: this coherent single-book course covers the latest National Curriculum content, providing 150 ready-made lessons that can be used flexibly for a two or three-year KS3- Build and improve the geographical knowledge and skills that pupils need: every double-page spread represents a lesson, with rich geographical data and place contexts for pupils to interpret, analyse andevaluate- Lay firm foundations for GCSE: key vocabulary, command words and concepts are introduced gradually, preparing pupils for the content and question types they will encounter at GCSE, with a particular focus on analysis and evaluation questions- Effectively assess, measure and demonstrate progress: formative assessments throughout each lesson and summative end-of-unit reviews include questions that show whether pupils are 'working towards', 'meeting' or 'exceeding' expectations- Encourage pupils to check and drive their own progress: learning objectives and end-of-unit learning outcomes help pupils reflect on their learning and make connections between key concepts and skills throughout the course
Progress in Mathematics Student Workbook Grade 4
by Catherine D. LeTourneauEach lesson in Progress in Mathematics has a corresponding page of practice in these workbooks to reinforce lesson objectives and the relevant Common Core State Standards. <p><p>Each includes: - Coherently sequenced lessons with step-by-step instruction to reinforce concepts and skills. - Practice pages that offer exercises for students to apply their knowledge and conceptual understanding of key math concepts. - A Common Core section with additional lessons and practice that focuses on key Common Core State Standards. - Three Performance Tasks that measure a cluster of Common Core State Standards and allow students to demonstrate their understanding of the content standards and show evidence of the Standards for Mathematical Practice.
Progress in Mathematics [Grade 3]
by Alfred Posamentier Catherine Letourneau Elinor FordA publisher-supplied textbook
Progress in Mathematics [Grade 3]
by Elinor R. Ford Alfred S. Posamentier Catherine D. LetourneauA publisher-supplied textbook
Progress in Psychological Science Around the World. Volume 2: Proceedings of the 28th International Congress of Psychology
by Qicheng Jing, Mark R. Rosenzweig, Géry d’Ydewalle, Houcan Zhang, Hsuan-Chih Che, and Kan ZhangProgress in Psychological Science around the World, Volumes 1 and 2, present the main contributions from the 28th International Congress of Psychology, held in Beijing in 2004. These expert contributions include the Nobel laureate address, the Presidential address, and the Keynote and State-of-the-Art lectures. They are written by international leaders in psychology from 25 countries and regions around the world. The authors present a variety of approaches and perspectives that reflect cutting-edge advances in psychological science. This second volume builds on the coverage of neural, cognitive, and developmental issues from the first volume, to address social and applied issues in modern psychology. The topics covered include: educational psychology and measurement, health psychology, and social and cultural psychology. Organizational, applied, and international psychology are also discussed. Progress in Psychological Science around the World, with its broad coverage of psychological research and practice, and its highly select group of world renowned authors, will be invaluable for researchers, professionals, teachers, and students in the field of psychology.
Progress, Change and Development in Early Childhood Education and Care: International Perspectives
by Elizabeth A. Coates and Dorothy FaulknerIn 2000, the Millennium Development Goals set out targets aimed at creating a safer, more prosperous, and more equitable world. If these goals were to be achieved, children’s lives would indeed be transformed. In this collection, achievements against these targets are identified, with each contributor examining the progress made in early years provision in Australia, China, England, Greece, the Netherlands, Portugal, South Africa, and Sweden. They highlight the priorities and agendas of their respective governments, and focus on the trends and issues which are particularly relevant to each situation, thereby revealing the social and educational inequalities that persist across countries. A common theme running through this volume concerns the political tensions that arise when governments and educators hold fundamentally different views about the nature and purpose of early years education and the needs of children and families. It is clear that although the past two decades have seen many changes in attitude towards the importance of the early years of life; politically, economically, and environmentally, much still remains to be done if the Millennium Development Goals for young children and their families are to be fully met. Despite this, this volume demonstrates that those who work in this area continue to experience a deep concern for the well-being of young children, which transcends cultures, frontiers, and political and sectarian divides. This book was originally published as a special issue of the International Journal of Early Years Education.
Progressing Students′ Language Day by Day
by Margaret Heritage Alison L. BaileyBecause content and language learning go hand in hand New content standards integrate content and language in ways prior standards have never done. That’s why it’s so critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here’s your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage’s all-new Progressing Students’ Language Day by Day. What’s so utterly ground-breaking about this book is Bailey and Heritage’s Dynamic Language Learning Progression (DLLP) process: research-based tools for obtaining much deeper insight into a student’s language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge. Step by step, Bailey and Heritage describe how to Engage with students to advance their development of sophisticated, high-leverage language features for explaining content Use the DLLP approach to formative assessment, then plan your teaching in response to assessment evidence Examine words, sentences, and discourse --the three dimensions of language that are part of the DLLP process for cultivating language development Discover how leadership support and communities of practice (CoPs) can facilitate a successful and sustainable implementation of the DLLP process Listen more closely and uncover new ways to advance content learning with Progressing Students’ Language Day by Day directly by your side. "Alison Bailey and Margaret Heritage open our eyes to the often invisible and context-specific language demands embedded in content learning. Understanding the ubiq¬uitous and highly influential role of language in learning takes time and effort but leads to transformative practice. Progressing Students’ Language Learning Day by Day offers an insightful and concrete framework to begin this transformation." — Paola Uccelli, Professor of Education, Harvard University
Progressing Students′ Language Day by Day
by Margaret Heritage Alison L. BaileyBecause content and language learning go hand in hand New content standards integrate content and language in ways prior standards have never done. That’s why it’s so critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here’s your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage’s all-new Progressing Students’ Language Day by Day. What’s so utterly ground-breaking about this book is Bailey and Heritage’s Dynamic Language Learning Progression (DLLP) process: research-based tools for obtaining much deeper insight into a student’s language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge. Step by step, Bailey and Heritage describe how to Engage with students to advance their development of sophisticated, high-leverage language features for explaining content Use the DLLP approach to formative assessment, then plan your teaching in response to assessment evidence Examine words, sentences, and discourse --the three dimensions of language that are part of the DLLP process for cultivating language development Discover how leadership support and communities of practice (CoPs) can facilitate a successful and sustainable implementation of the DLLP process Listen more closely and uncover new ways to advance content learning with Progressing Students’ Language Day by Day directly by your side. "Alison Bailey and Margaret Heritage open our eyes to the often invisible and context-specific language demands embedded in content learning. Understanding the ubiq¬uitous and highly influential role of language in learning takes time and effort but leads to transformative practice. Progressing Students’ Language Learning Day by Day offers an insightful and concrete framework to begin this transformation." — Paola Uccelli, Professor of Education, Harvard University
Progression and Progress in Physical Education
by Margaret Whitehead Julia Lawrence Susan CapelHow well do I take account of the needs of different classes and individual learners to facilitate and enhance progress? Do I plan for progress based on where learners are currently at? Does the curriculum facilitate and enhance progress?Exploring these questions and more, this book examines what progress in physical education looks like and conditions for facilitating and enhancing the progress of individual learners across different domains of learning.Progression and Progress in Physical Education contains 12 units, each of which highlights an aspect of progression or progress in physical education. Throughout, the book emphasises that it is individual learners that make progress therefore highlighting the importance of catering for the holistic, individual learner. Grouped into four sections, units cover:- What is meant by progression, progress and learning?- The holistic nature of individual learners- The Physical, Cognitive and Affective Domains of learning- Teaching to facilitate and enhance progress- Recognising and charting progress- The role of the curriculum in facilitating and enhancing progress- The broader context in which physical education teachers workFilled throughout with examples of existing good practice and useful tips, this text will support all primary and secondary physical education teachers in facilitating and enhancing learner progress in physical education.