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Learning from the Talk of Persons with Dementia: A Practical Guide to Interaction and Interactional Research (The Language of Mental Health)
by Trini StickleThis book offers an in depth analysis of the interactional challenges that arise due to various dementias and in a variety of social contexts. By assessing conversations between persons with dementia and their family members, caregivers, and clinicians, it shares insights into both the language and actions selected by the participants. Using several different research methods, authors highlight competencies and areas of struggle, as well as choices that ease interactions along with those that seem to complicate them. Each chapter provides practical strategies to help readers better navigate day-to-day interactions with persons with dementia. The book is part of a continuing effort to offer guidance and hope to those for whom such conversations have become part of their daily lives. It presents concrete recommendations for specific groups such as family members, caregivers, and clinicians; it will also be of interest to researchers in the field of dementia and early career scholars interested in the methodologies discussed.
Learning ICT with English (Teaching ICT through the Primary Curriculum)
by Richard BennettProviding practical guidance on enhancing learning through ICT in English, this book is made up of a series of projects that supplement, augment and extend the QCA ICT scheme and provide much-needed links with Units in other subjects’ schemes of work. It includes: fact cards that support each project and clearly outline its benefits in relation to teaching and learning examples of how activities work in 'real' classrooms links to research, inspection evidence and background reading to support each project adaptable planning examples and practical ideas provided on an accompanying CD ROM. This book is highly recommended for all trainee and practising primary teachers.
Learning in a Writing Laboratory: For a Pedagogy of Love and Freedom (Creativity, Education and the Arts)
by Tatiana Chemi Kristian FiringThis book is an exploration of a collective writing laboratory designed to stimulate creativity and critical reflection for education professionals. The authors uncover how a writing lab can help educators develop their teaching practices and identities by means of critical-creative, collaborative, relational and arts-based methodologies. A theoretical insight into pedagogies of love and freedom illustrating how laboratory practices in education can become acts of daily care, the book will appeal to students and scholars of education, arts-based methods and creativity.
Learning in Information-Rich Environments: I-LEARN and the Construction of Knowledge from Information
by Delia Neuman Mary Jean Tecce DeCarlo Vera J. Lee Stacey Greenwell Allen GrantThe amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.
Learning Japanese Hiragana and Katakana
by Kenneth Henshall Tetsuo TakagakiLearning Hiragana and Katakana is a systematic and comprehensive workbook that can be used along with a Japanese language textbook or as a stand-alone resource to learn the Japanese alphabet (kana).Japanese has 3 writing systems, all used together: hiragana, katakana and kanji. Learning Japanese Hiragana & Katakana helps newcomers learn how to use the first two systems' basic 92 characters to read, write and communicate. With expanded writing and preparation space, this revised edition offers ample provisions for practice, review and self-testing at several levels. It also includes a detailed reference section explaining the origin and function of kana and the various kana combinations. Complete with a detailed pronunciation guide, this volume will prove invaluable for beginning students or those accustomed to romanized Japanese (romanji). This workbook is a perfect companion to Tuttle Publishing's Japanese Hiragana & Katakana for Beginners or any other Japanese textbook on the market.This workbook includes:Systematic and comprehensive coverage of the two kana systemsAmple provision for kana practice, review, and self-testing at several levelsDetailed reference section explaining the origin and function of kana, and the various kana combinationsHelpful additional information for language students accustomed to romanized JapaneseJapanese pronunciation guidance for all basic soundsVocabulary selected for usefulness and cultural relevance
Learning Journals in the K-8 Classroom: Exploring Ideas and information in the Content Areas
by Marcia S. PoppLearning Journals in the K-8 Classroom is the first comprehensive presentation of how to use academic journals effectively for elementary-level instruction. The text outlines the theoretical foundations for using learning journals and provides step-by-step suggestions for implementing them in every content area and at all levels of elementary instruction. Learning journals provide resources and support for reading aloud, independent reading, mini-lessons, cooperative study, individual research, workshops, and the portfolio system. The type of interactive writing students do in learning journals helps them explore complex ideas in the content areas, using their own strengths of analysis and response; the journals then become resources for future learning, group discussions, individual conferences, learning assessment, reports, and progress. Four introductory chapters show teachers how to create their own journals, introduce journals to students, integrate them with cooperative study, and use them for assessment. Additional chapters focus on the individual curriculum areas of literature, writing, mathematics, science, and social studies. The text includes sample entries from student journals at all grade levels and in every content area, and appendices of annotated resources to support journaling and interviews with teachers who use journals in their classrooms.
Learning Legacies: Archive to Action through Women's Cross-Cultural Teaching
by Sarah Ruffing RobbinsLearning Legacies explores the history of cross-cultural teaching approaches, to highlight how women writer-educators used stories about their collaborations to promote community-building. Robbins demonstrates how educators used stories that resisted dominant conventions and expectations about learners to navigate cultural differences. Using case studies of educational initiatives on behalf of African American women, Native American children, and the urban poor, Learning Legacies promotes the importance of knowledge grounded in the histories and cultures of the many racial and ethnic groups that have always comprised America’s populace, underscoring the value of rich cultural knowledge in pedagogy by illustrating how creative teachers still draw on these learning legacies today.
Learning Little Hawk's Way of Storytelling
by Frank Domenico Cipriani Beverly Miller Kenneth Little HawkBased on the teachings of Kenneth Little Hawk, the renowned Mi'Kmaw First Nation storyteller, this book uses stories to explain how to tell stories. Each of the practical skills needed for storytelling is clearly illustrated through relevant stories from native tribes-"What the Fire Taught Us" teaches special effects, "Our Many Children" shows voice modulation, and "Little Thunder's Wedding" offers techniques for formal stories. Business people looking to enhance their public speaking, librarians wanting to enliven children's programs, and teachers trying to instill a love of story in their students will find the entertaining and educative methods in this guide both inspiring and effective.
The Learning of History (Routledge Library Editions: Historiography)
by D. G. WattsOriginally published in 1972, this book is a systematic analysis of the objectives and methods of history teaching. The book considers the criticisms of the 1960s and 70s of history as a subject and the pressures for its replacement in the school curriculum. It examines the complex psychological background of learning history and suggests that historical understanding makes an important contribution to cognitive growth. It also stresses the important part played by historical material in the emotional and imaginative life of the child. Concluding with a discussion of practical classroom methods, the author proposes objectives and characteristic concepts of the subject which may be embodied in all levels of teaching.
Learning-Oriented Language Assessment: Putting Theory into Practice (Routledge Studies in Applied Linguistics)
by Atta GebrilThis collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning. The volume begins by introducing learning-oriented assessment (LOA) and the context around its growing popularity, especially in accountability-oriented settings which favor summative large-scale tests. The first part of the book charts the development of LOA’s theoretical and conceptual underpinnings, outlining the ways in which they have been informed by theories of learning and key elements. The second part demonstrates LOA in practice, drawing on examples from different countries and instructional settings to explore such topics as the role of technology in LOA and developing feedback materials based around LOA principles and developed for core literacy skills. Offering a holistic view of learning-oriented assessment and the real-world affordances and challenges of its implementation, this book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.
Learning-Oriented Language Assessment: Putting Theory into Practice (Routledge Studies in Applied Linguistics)
by Atta GebrilThis collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning. The volume begins by introducing learning-oriented assessment (LOA) and the context around its growing popularity, especially in accountability-oriented settings which favor summative large-scale tests. The first part of the book charts the development of LOA’s theoretical and conceptual underpinnings, outlining the ways in which they have been informed by theories of learning and key elements. The second part demonstrates LOA in practice, drawing on examples from different countries and instructional settings to explore such topics as the role of technology in LOA and developing feedback materials based around LOA principles and developed for core literacy skills.Offering a holistic view of learning-oriented assessment and the real-world affordances and challenges of its implementation, this book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.
Learning Our Letters
by Rosene L. BurkholderFrom the book: A a A is for a little ark; ‘Twas baby Moses’ boat. His mother gently tucked him in, And Miriam watched it float.
Learning, Teaching, and Community: Contributions of Situated and Participatory Approaches to Educational Innovation
by Lucinda Pease-Alvarez and Sandra R. SchecterThis volume brings together established and new scholarly voices to explore how participatory and situated approaches to learning can contribute to educational innovation. The contributors' critical examinations of educational programming and engagements provide insights into how educators, youth, families, and community members understand and enact their commitments to diversity and equitable access. Collectively, these essays complicate notions of community, alerting readers to ways in which community can be constructed other than in geographical and ethnoracial terms--as alliances and collaborations of individuals joining together to accomplish or negotiate shared agendas. The focus on agency combined with social context, a dialectic to which all of the authors speak, enlarges and invigorates our sense of what is pedagogically possible in societies characterized by diversity and flux. *Part I, "Linking Pedagogy to Communities," focuses on dynamic initiatives where practitioners collaborate with community members and other professionals as they acknowledge and build on the cultural, linguistic, and intellectual resources of ethnic-minority students and their communities. *Part II, "Professional Learning for Diversity," centers on the authors' experiences in facilitating opportunities for working with prospective and practicing teachers to develop situated pedagogies, highlighting both the challenges that emerge and the transformations that occur. *Part III, "Learning in Community (and Community in Learning), illustrates how educational innovation can extend beyond the realm of schools and classrooms by elucidating ways in which individuals construct learning venues in out-of-school settings. Learning, Teaching, and Community: Contributions of Situated and Participatory Approaches to Educational Innovation is a compelling and timely text ideally suited for courses focused on teacher education and development, informal learning, equity and education, multilingual and multicultural education, language and culture, educational foundations, and school reform/educational restructuring, and will be equally of interest to faculty, researchers, and professionals in these areas.
Learning the Birds: A Midlife Adventure
by Susan Fox Rogers"The thrill of quiet adventure. The constant hope of discovery. The reminder that the world is filled with wonder. When I bird, life is bigger, more vibrant." That is why Susan Fox Rogers is a birder. Learning the Birds is the story of how encounters with birds recharged her adventurous spirit. When the birds first called, Rogers was in a slack season of her life. The woods and rivers that enthralled her younger self had lost some of their luster. It was the song of a thrush that reawakened Rogers, sparking a long-held desire to know the birds that accompanied her as she rock climbed and paddled, to know the world around her with greater depth. Energized by her curiosity, she followed the birds as they drew her deeper into her authentic self, and ultimately into love. In Learning the Birds, we join Rogers as she becomes a birder and joins the community of passionate and quirky bird people. We meet her birding companions close to home in New York State's Hudson Valley as well as in the desert of Arizona and awash in the midnight sunlight of Alaska. Along on the journey are birders and estimable ornithologists of past generations—people like Franklin Delano Roosevelt and Florence Merriam Bailey—whose writings inspire Rogers's adventures and discoveries. A ready, knowledgeable, and humble friend and explorer, Rogers is eager to share what she sees and learns. Learning the Birds will remind you of our passionate need for wonder and our connection to the wild creatures with whom we share the land.
Learning the Good Life: Wisdom from the Great Hearts and Minds That Came Before
by Jessica Hooten Wilson Jacob StratmanDiscover the Good Life as You Learn from the Wise Voices of the PastWe've lost ourselves. Disconnected from the past and uncertain about the future, we are anxious about what our lives will be and troubled by a nagging sense of meaninglessness. Adrift in the world, many Christians have their identity completely wrapped up in work and their definition of the "good life" is financial success. Fewer of are staying committed to the Christian faith, finding it difficult to reconcile their experience with their longings and desires. With so much uncertainty, where can we find a true vision of "the Good Life"?Learning the Good Life speaks to this malaise with trusted and assured voices from the past, inviting Christians into an age-old conversation with some of history's wisest hearts and minds as their dialogue companions. Featuring classic writings from a diverse lineup of over 35 writers and thinkers including Confucius, Augustine, Sor Juana Inés de la Cruz, W.E.B. DuBois, Flannery O'Connor, and Wendell Berry. Together these sages of the past address important issues such as:VocationCallingMeaningSufferingBeautyVirtueLearningWisdomCritical ThinkingCommunityWonderReflectionAnd moreEach of these texts are introduced by experts who are teachers, from a variety of Christian colleges and universities, to help providing a broader, richer, and more cohesive narrative in which Christians may participate. In addition to a substantive introduction, each text is accompanied by discussion questions to provoke further thought and contemplation and also to facilitate discussion when used in groups. Ideal for any Christian seeking a deeper connection to the wisdom of the past and wanting a more cohesive and beautiful vision of the good life. All the writers have a message for you. All of them are calling you to die to yourself, to your habits of indulgence, to your pride and ambition, and instead, dedicate your time to learning, thinking, and loving.Writers and writings featured in Learning the Good Life include:Lao Tzu, From Tao Te ChingConfucius, SelectionsPlato, The Allegory of the CaveSeneca the Younger, "On the Shortness of Life"Athanasius, On the IncarnationGregory of Nazianzus, On My Own VersesAugustine, On the TeacherAugustine, On Christian Doctrine, Book I.Pope Gregory the Great, Life of Saint Benedict, Dialogues, Book 2Dante Alighieri, The Divine Comedy, Inferno 1Nezahualcoyotl, "A Flower Song of Nezahualcoyotl"Margery Kempe, From "The Book of Margery Kempe"William Shakespeare, King LearJohn Amos Comenius, From The Labyrinth of the World and the Paradise of the HeartGeorge Herbert, Five PoemsBlaise Pascal, SelectionsMatsuo Basho, Three Haiku PoemsSor Juana Ines de la Cruz, "Respuesta a Sor Filotea de la Cruz"John Milton, AreopagiticaJonathan Edwards, "Personal Narrative"Edmund Burke, Reflections on the Revolution in FranceLord Alfred Tennyson, "Ulysses"Frederick Douglass, Narrative LifeElizabeth Barrett Browning, from Aurora LeighHenry David Thoreau, "Life Without Principle"Gerard Manley Hopkins, "As Kingfishers Catch
Learning the Secrets of English Verse: The Keys to the Treasure Chest (Springer Texts in Education)
by David J. Rothman Susan Delaney SpearThis textbook teaches the writing of poetry by examining all the major verse forms and repeating stanza forms in English. It provides students with the tools to compose successful lines of poetry and focuses on meter (including free verse), rhythm, rhyme, and the many other tools a poet needs to create both music and meaningfulness in an artful poem. Presenting copious examples from strong poets of the past and present along with many recent student examples, all of which are scanned, each chapter offers lessons in poetic history and the practice of writing verse, along with giving students a structured opportunity to experiment writing in all the forms discussed. In Part 1, Rothman and Spear begin at the beginning, with Anglo-Saxon Strong Stress Alliterative Meter and examine every major meter in English, up to and including the free verse forms of modern and contemporary poetry. Part 2 presents a close examination of stanza forms that moves from the simple to the complex, beginning with couplets and ending with the 14-line Eugene Onegin stanza. The goal of the book is to give students the essential skills to understand how any line of poetry in English may have been composed, the better to enjoy them and then also write their own: the keys to the treasure chest. Rothman and Spear present a rigorous curriculum that teaches the craft of poetry through a systematic examination and practice of the major English meters and verse forms. Under their guidance, students hone their craft while studying the rich traditions and innovations of poets writing in English. Suitable for high school students and beyond. I studied with Rothman in graduate school and went through this course with additional scholarly material. This book will help students develop a keen ear for the music of the English language.—Teow Lim Goh, author of Islanders
Learning through Language: Towards an Educationally Informed Theory of Language Learning
by Vibeke Grøver Paola Uccelli Meredith Rowe Elena LievenLearning language and using language to learn is at the core of any educational activity. Bringing together a globally representative team of experts, this volume presents an innovative and empirically robust collection of studies that examine the role of language in education, with a particular emphasis on features of school-relevant language in middle childhood and adolescents, and its precursors in early childhood. It addresses issues such as how children's linguistic and literacy experiences at home prepare them for school, how the classroom functions as a language-mediated learning environment, and how schools can support language minority students in academic attainment. Set in three parts - Early Childhood, Middle Childhood and Adolescence and Learning in Multilingual Contexts - each part features a discussion from experts in the field to stimulate conversation and further routes for research. Its structure will make it useful for anyone interested in ongoing efforts towards building a pedagogically relevant theory of language learning.
Learning Through Simulations: Ideas for Educational Practitioners (SpringerBriefs in Education)
by M. Laura AngeliniThis book is written for teacher educators who are looking for strategies to teach a foreign or second language in a more meaningful way whilst applying active methodologies to develop critical thinking skills. The book is designed to guide the readers through a series of simulations that provide challenging learning opportunities, similar to the ones experienced in real life, whereby each simulation is designed to support participants’ language and critical thinking skills and their abilities as future teachers. The book first introduces the concept of simulations in education. Then it provides examples of fully developed simulations and instructions for their implementation, a template for the readers to create their own simulations, as well as suggestions for peer classroom observation and professional development. Finally, three case studies exploring student learning through simulations are presented. This book is a useful teaching resource for teacher instructors, English as a Second Language/English as a Foreign Language students, secondary school teachers and for language institutions.
Learning Through Sounds (Practice Work Book, Grade #2)
by Pathway PublishersA grade 2 language arts practice work book; Learning through sounds.
Learning Through Sounds Grade 1 (Medieval Mysteries #1)
by Pathway PublishersThis workbook has been prepared especially for first graders in Amish parochial schools. Pictures have been carefully chosen to be of objects the average Amish child is familiar with. Not only was the book prepared with the children in mind, their teacher was also considered. Though children need a certain amount of teacher help to master the skill of sounding out words, this workbook has been designed so that the children will soon be able to work without much teacher assistance. You will notice there are no instructions included with the exercises in this book. You will find detailed instructions, plus a wealth of supplementary exercises in the 'Teachers' Manual for Grade One Readers." We would like to encourage teachers to follow the instructions given in the manual, then let their own imagination and that of the children lead them in deeper and more detailed lessons in phonics.
Learning Through Sounds Grade 1 Book2
by Aylmer Ontario Bloomingdale MichiganThis workbook has been prepared especially for first graders, to follow LEARNING THROUGH SOUNDS, Book 1. All the sounds taught in Book 1 are reviewed on the first pages of this workbook, and then the consonant blends, long vowels, consonant and vowel digraphs, and some of the diphthongs are introduced and taught. Great care was taken to reinforce and review each sound repeatedly, but no workbook can take the place of daily drilling. The teacher is encouraged to work with her pupils until they recognize each sound automatically the instant they see it.
Learning to Be Literate: More Than a Single Story
by Deborah MacPhee Patricia PaughThere is not one right way to teach a child to read. Recent media stories about education have featured the “Science of Reading,” whose proponents typically present the systematic teaching of phonics as a one-size-fits-all method that guarantees reading success for all students. But as literacy scholars Patricia Paugh and Deborah MacPhee demonstrate, the decoding of words is only one of many skills that are central to an effective early literacy education. In Learning to Be Literate, they present a four-part framework for active literacy learning that eschews oppositional arguments about different approaches, and instead situates children as meaning makers: the whole point of being literate. There is no single or simple solution that will fit every child. But by using the ALL framework to inform instruction, educators can help young learners think deeply about ideas and language at the same time as they learn to work out the sounds and symbol systems of language.
Learning to Curse: Essays in Early Modern Culture
by Stephen GreenblattStephen Greenblatt argued in these celebrated essays that the art of the Renaissance could only be understood in the context of the society from which it sprang. His approach - 'New Historicism' - drew from history, anthropology, Marxist theory, post-structuralism, and psychoanalysis and in the process, blew apart the academic boundaries insulating literature from the world around it. Learning to Curse charts the evolution of that approach and provides a vivid and compelling exploration of a complex and contradictory epoch.
Learning to Die in London, 1380-1540
by Amy ApplefordTaking as her focus a body of writings in poetic, didactic, and legal modes that circulated in England's capital between the 1380s--just a generation after the Black Death--and the first decade of the English reformation in the 1530s, Amy Appleford offers the first full-length study of the Middle English "art of dying" (ars moriendi). An educated awareness of death and mortality was a vital aspect of medieval civic culture, she contends, critical not only to the shaping of single lives and the management of families and households but also to the practices of cultural memory, the building of institutions, and the good government of the city itself. In fifteenth-century London in particular, where an increasingly laicized reformist religiosity coexisted with an ambitious program of urban renewal, cultivating a sophisticated attitude toward death was understood as essential to good living in the widest sense. The virtuous ordering of self, household, and city rested on a proper attitude toward mortality on the part both of the ruled and of their secular and religious rulers. The intricacies of keeping death constantly in mind informed not only the religious prose of the period, but also literary and visual arts. In London's version of the famous image-text known as the Dance of Death, Thomas Hoccleve's poetic collection The Series, and the early sixteenth-century prose treatises of Tudor writers Richard Whitford, Thomas Lupset, and Thomas More, death is understood as an explicitly generative force, one capable (if properly managed) of providing vital personal, social, and literary opportunities.
Learning to Plan Modern Languages Lessons: Understanding the Basic Ingredients
by Cheryl MackayLearning to Plan Modern Languages Lessons contains a wealth of guidance and ideas for those learning to teach in secondary schools. Drawing on extensive experience and research in the field, it offers detailed explanation of basic lesson planning methods and the principles that underpin them, illustrated by worked examples of well-planned lessons. The book shows how to progress from planning smaller activities to full lessons to sequences of lessons, and how to ensure progression for your students. Specific aspects of language learning such as grammar and culture are explored, together with ideas for how to make your planning skills more effective in long-term collaborative and reflective practice. Starting from a presentation, practice, production (PPP) model of language teaching, the book aims to: provide structured, practical starting points in lesson planning for beginning teachers of modern languages (ML); deepen knowledge and understanding of ML as a subject and how it is learnt (pedagogical subject knowledge), in order to inform and support planning decisions; develop understanding of lesson planning as part of a planning cycle; enhance understanding of strategies and professional development opportunities to promote the further development of planning abilities. Including reflective/discussion tasks and example lesson plans Learning to Plan Modern Languages Lessons is a must-read book for beginning and more experienced teachers of any modern language.