Drawing on their own lives as readers and writers and years of experience working in classrooms as coaches, staff developers, and consultants, Dorothy Barnhouse and Vicki Vinton offer practical tips for meeting today's rigorous standards while reminding us of the deeper, enduring purposes and process of reading. In What Readers Really Do, you'll peer into the minds and hearts of readers to notice the often invisible thinking work that goes into making meaning of texts-from comprehending where a scene is taking place to constructing thematic interpretations. And you'll look into the authors' own teaching minds and hearts as they unpack the moves and decisions they make to design and implement instruction that allows every student to make significant and personally relevant meaning of texts. Along the way, you'll learn how to: notice and name what students are doing as readers to build their identity and agency move beyond simple strategy instruction to step students into more complex texts show students how readers draft and revise as they read to promote engagement, self-monitoring, and deeper comprehension. Filled with student voices and classroom examples including read-alouds, small groups, and conferences, What Readers Really Do will challenge, inspire, and empower you to become the insightful, independent teacher your students need you to be. And it will remind both you and your students why and how we really read.
Author: Kimberly Hill Campbell
Publisher: Stenhouse Publishers
Release Date: 2012
Genre: Language Arts & Disciplines
Love it or hate it, the five-paragraph essay is perhaps the most frequently taught form of writing in classrooms of yesterday and today. But have you ever actually seen five-paragraph essays outside of school walls? Kimberly Hill Campbell and Kristi Latimer reviewed the research on the effectiveness of the form as a teaching tool and discovered that the research does not support the five-paragraph formula. --from publisher description.
Author: Diane H. Tracey
Publisher: Guilford Press
Release Date: 2012-05-09
Genre: Language Arts & Disciplines
This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple theoretical lenses. For each theoretical model, classroom applications are brought to life with engaging vignettes and teacher reflections. Research applications are discussed and illustrated with descriptions of exemplary studies. New to This Edition *Current developments in theory, research, and instructional practices. *Useful pedagogical features in every chapter: framing questions, discussion ideas, and learning activities. *Classroom applications give increased attention to English language learners and technology integration. *Coverage of additional theories (Third Space Theory) and theorists (Bakhtin and Bourdieu).
Author: Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice
Publisher: National Academies Press
Release Date: 2000-08-11
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 methods--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.
What it really means to “read closely” Call it close reading, call it deep reading, call it analytic reading—call it what you like. The point is, it’s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy Frey and Doug Fisher articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further: Purpose & Modeling Close & Scaffolded Reading Instruction Collaborative Conversations An Independent Reading Staircase Performance
Author: Thomas S. Kuhn
Publisher: University of Chicago Press
Release Date: 2012-04-18
A good book may have the power to change the way we see the world, but a great book actually becomes part of our daily consciousness, pervading our thinking to the point that we take it for granted, and we forget how provocative and challenging its ideas once were—and still are. The Structure of Scientific Revolutions is that kind of book. When it was first published in 1962, it was a landmark event in the history and philosophy of science. Fifty years later, it still has many lessons to teach. With The Structure of Scientific Revolutions, Kuhn challenged long-standing linear notions of scientific progress, arguing that transformative ideas don’t arise from the day-to-day, gradual process of experimentation and data accumulation but that the revolutions in science, those breakthrough moments that disrupt accepted thinking and offer unanticipated ideas, occur outside of “normal science,” as he called it. Though Kuhn was writing when physics ruled the sciences, his ideas on how scientific revolutions bring order to the anomalies that amass over time in research experiments are still instructive in our biotech age. This new edition of Kuhn’s essential work in the history of science includes an insightful introduction by Ian Hacking, which clarifies terms popularized by Kuhn, including paradigm and incommensurability, and applies Kuhn’s ideas to the science of today. Usefully keyed to the separate sections of the book, Hacking’s introduction provides important background information as well as a contemporary context. Newly designed, with an expanded index, this edition will be eagerly welcomed by the next generation of readers seeking to understand the history of our perspectives on science.
Author: Richard Szeliski
Publisher: Springer Science & Business Media
Release Date: 2010-09-30
Computer Vision: Algorithms and Applications explores the variety of techniques commonly used to analyze and interpret images. It also describes challenging real-world applications where vision is being successfully used, both for specialized applications such as medical imaging, and for fun, consumer-level tasks such as image editing and stitching, which students can apply to their own personal photos and videos. More than just a source of “recipes,” this exceptionally authoritative and comprehensive textbook/reference also takes a scientific approach to basic vision problems, formulating physical models of the imaging process before inverting them to produce descriptions of a scene. These problems are also analyzed using statistical models and solved using rigorous engineering techniques. Topics and features: structured to support active curricula and project-oriented courses, with tips in the Introduction for using the book in a variety of customized courses; presents exercises at the end of each chapter with a heavy emphasis on testing algorithms and containing numerous suggestions for small mid-term projects; provides additional material and more detailed mathematical topics in the Appendices, which cover linear algebra, numerical techniques, and Bayesian estimation theory; suggests additional reading at the end of each chapter, including the latest research in each sub-field, in addition to a full Bibliography at the end of the book; supplies supplementary course material for students at the associated website, http://szeliski.org/Book/. Suitable for an upper-level undergraduate or graduate-level course in computer science or engineering, this textbook focuses on basic techniques that work under real-world conditions and encourages students to push their creative boundaries. Its design and exposition also make it eminently suitable as a unique reference to the fundamental techniques and current research literature in computer vision.
Create an active learning environment in grades K-12 using the 5E inquiry-based science model! Featuring a practical guide to implementing the 5E model of instruction, this resource clearly explains each "E" in the 5E model of inquiry-based science. It provides teachers with practical strategies for stimulating inquiry with students and includes lesson ideas. Suggestions are provided for encouraging students to investigate and advance their understanding of science topics in meaningful and engaging ways. This resource supports core concepts of STEM instruction.
Author: National Research Council
Publisher: National Academies Press
Release Date: 2012-12-18
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.