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Learning by Doing by Richard DuFour,Rebecca DuFour Pdf
Like the first edition, the second edition of Learning by Doing: A Handbook for Professional Learning Communities at Work helps educators close the knowing-doing gap as they transform their schools into professional learning communities (PLCs).
Learning by Doing by Richard DuFour,Rebecca Burnette DuFour,Robert E. Eaker,Thomas W. Many,Mike William Mattos Pdf
In the third edition of Learning by Doing: A Handbook for Professional Learning Communities at Work®, authors Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos provide educators with a comprehensive, bestselling guide to transforming their schools into professional learning communities (PLCs). In this revised version, contributor and Canadian educator Karen Power has adapted the third edition for Canadian educators, emphasizing how Canadian educators can effectively improve learning for each student across their unique and widely diverse provinces and territories. Rewritten so that the scenarios, research, and language appropriately meet the needs of Canadian educators, this version is packed with real-world strategies and advice that will assist readers in transforming their school or district into a successful PLC.
"EXPERIENTIAL EDUCATION "This book brings a thoughtful and refreshing perspective on experiential education. Educators interested in outdoor learning, service learning, and place-based learning will find in Roberts' analysis a critical understanding of what learning by doing means." Dilafruz Williams, Portland State University What is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond "learning by doing" through an exploration of its underlying theoretical currents. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of "learning by doing" and "direct experience" in the educational process. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education in social and historical context. Combining a critical philosophical approach with practical examples from the field, Beyond Learning by Doing gives readers both an excellent summary of the theoretical histories of experiential education and a thesis-driven argument about the current state of the field and its future possibilities and limitations Jay W. Roberts is Associate Professor of Education and Environmental Studies, Earlham College"-- Provided by publisher.
Technology is constantly changing our world, leading to more efficient production. In the past, technological advancements dramatically increased wages, but during the last three decades, the median wage has remained stagnant. Many of today's machines have taken over the work of humans, destroying old jobs while increasing profits for business owners and raising the possibility of ever-widening economic inequality. Author James Bessen argues that avoiding this fate will require unique policies to develop the knowledge and skills necessary to implement the rapidly evolving technologies. At present this technical knowledge is mostly unstandardized and difficult to acquire, learned through job experience rather than in classrooms. Nor do current labor markets generally provide strong incentives for learning on the job. Basing his analysis on intensive research into economic history as well as today's labor markets, the author explores why the benefits of technology take years, sometimes decades, to emerge. Although the right policies can hasten this process, policy has moved in the wrong direction in recent decades, protecting politically influential interests to the detriment of emerging technologies and broadly shared prosperity.
Professional Learning Communities at Work by Richard DuFour,Robert E. Eaker Pdf
Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.
Learning By Doing is a book of activities for use by parents and teachers of children. Trained as a special education teacher, Anne Rogovin has long held that children learn best by doing--a hands-on approach that reinforces their growing knowledge base--and that the principles of learning are the same although the rates of learning are different. "Learning by doing" has been used in recent years to describe the way adults learn best as well--enhanced by adults learning to use computers and other technologies. The book includes sections on science, health, language, reading, music, art, and much more.
Empowering Online Learning by Curtis J. Bonk,Ke Zhang Pdf
This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (R2D2: read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as a handy reference, a professional guidebook, or a course text. The authors intend for it to help online instructors and instructional designers as well as those contemplating such positions design, develop, and deliver learner-centered online instruction. Empowering Online Learning has 25 unique activities for each phase of the R2D2 model as well as summary tables helping you pick and choose what to use whenever you need it. Each activity lists a description, skills addressed, advice, variations, cost, risk, and time index, and much more. This title is loaded with current information about emerging technologies (e.g., simulations, podcasts, wikis, blogs) and the Web 2.0. With a useful model, more than 100 online activities, the latest information on emerging technologies, hundreds of quickly accessible Web resources, and relevance to all types and ages of learners--Empowering Online Learning is a book whose time has come.
Author : Naomi R. Lamoreaux,Daniel M. G. Raff,Peter Temin Publisher : University of Chicago Press Page : 356 pages File Size : 47,8 Mb Release : 2007-11-01 Category : Business & Economics ISBN : 9780226468433
Learning by Doing in Markets, Firms, and Countries by Naomi R. Lamoreaux,Daniel M. G. Raff,Peter Temin Pdf
Learning by Doing in Markets, Firms, and Countries draws out the underlying economics in business history by focusing on learning processes and the development of competitively valuable asymmetries. The essays show that organizations, like people, learn that this process can be organized more or less effectively, which can have major implications for how competition works. The first three essays in this volume explore techniques firms have used to both manage information to create valuable asymmetries and to otherwise suppress unwelcome competition. The next three focus on the ways in which firms have built special capabilities over time, capabilities that have been both sources of competitive advantage and resistance to new opportunities. The last two extend the notion of learning from the level of firms to that of nations. The collection as a whole builds on the previous two volumes to make the connection between information structure and product market outcomes in business history.
Learning from ‘Learning by Doing’ by Robert M. Solow Pdf
Nobel laureate Solow shows how Kenneth J. Arrow's classic paper "The Economic Implications of Learning by Doing" fits into the modern theory of economic growth, and uses it as a springboard for a critical consideration of spectacular recent developments that have made growth theory a dynamic topic today.
Doing Research to Improve Teaching and Learning by Kimberly M. Williams Pdf
Given the increased accountability at the college and university level, one of the most promising ways for faculty at institutions of higher education to improve their teaching is to capitalize upon their skills as researchers. This book is a step-by-step guide for doing research to inform and improve teaching and learning. With background and instruction about how to engage in these methodologies—including qualitative, quantitative, and mixed methods—Doing Research to Improve Teaching and Learning provides examples across disciplines of how to use one's research skills to improve teaching. This valuable resource equips faculty with the skills to collect and use different types of research evidence to improve teaching and learning in any college and university classroom. Special Features: Chapter openers highlight the questions and issues that will be addressed in each chapter. Recurring text boxes provide authentic examples from actual research studies, student work, and instructor reflections. Coverage of challenges, key successes, and lessons learned from classroom research presents a nuanced and complete understanding of the process.
Forget the 10,000 hour rule— what if it’s possible to learn the basics of any new skill in 20 hours or less? Take a moment to consider how many things you want to learn to do. What’s on your list? What’s holding you back from getting started? Are you worried about the time and effort it takes to acquire new skills—time you don’t have and effort you can’t spare? Research suggests it takes 10,000 hours to develop a new skill. In this nonstop world when will you ever find that much time and energy? To make matters worse, the early hours of practicing something new are always the most frustrating. That’s why it’s difficult to learn how to speak a new language, play an instrument, hit a golf ball, or shoot great photos. It’s so much easier to watch TV or surf the web . . . In The First 20 Hours, Josh Kaufman offers a systematic approach to rapid skill acquisition— how to learn any new skill as quickly as possible. His method shows you how to deconstruct complex skills, maximize productive practice, and remove common learning barriers. By completing just 20 hours of focused, deliberate practice you’ll go from knowing absolutely nothing to performing noticeably well. Kaufman personally field-tested the methods in this book. You’ll have a front row seat as he develops a personal yoga practice, writes his own web-based computer programs, teaches himself to touch type on a nonstandard keyboard, explores the oldest and most complex board game in history, picks up the ukulele, and learns how to windsurf. Here are a few of the simple techniques he teaches: Define your target performance level: Figure out what your desired level of skill looks like, what you’re trying to achieve, and what you’ll be able to do when you’re done. The more specific, the better. Deconstruct the skill: Most of the things we think of as skills are actually bundles of smaller subskills. If you break down the subcomponents, it’s easier to figure out which ones are most important and practice those first. Eliminate barriers to practice: Removing common distractions and unnecessary effort makes it much easier to sit down and focus on deliberate practice. Create fast feedback loops: Getting accurate, real-time information about how well you’re performing during practice makes it much easier to improve. Whether you want to paint a portrait, launch a start-up, fly an airplane, or juggle flaming chainsaws, The First 20 Hours will help you pick up the basics of any skill in record time . . . and have more fun along the way.
Learning by Doing at the Farm by Robert J. Kett,Anna Kryczka Pdf
Literary Nonfiction. Cultural Studies. Art, Architecture & Urban Planning. California Interest. Beginning in 1968, the University of California, Irvine, was host to an experiment in intercultural exchange and artistic and social scientific learning through practice. Located on the edges of William Pereira's California Brutalist campus, the Farm was a space for craftspeople from Guatemala, Mexico, and Samoa to demonstrate their skills; a laboratory for new methods in education and research; and an unexpected countercultural gathering site. LEARNING BY DOING AT THE FARM reflects upon this unusual experiment, which brought together Cold War politics, modern development, and indigenous peoples drawn into the strange intellectual and cultural circumstances of 1960s California. Through a critical introduction and previously unpublished archival documentation, this book offers a glimpse of various actors dreams of what the Farm could become and the collaborations that actually unfolded there. About the editors: Robert Kett's research centers on artistic and scientific knowledge-making in Mexico and the United States. His current project connects histories of archaeology, oil geology, biological sciences, and Pan-American art in twentieth-century southern Mexico to consider their collective role in the constitution of natural/cultural resources and the region itself. Kett is a doctoral candidate in anthropology at the University of California, Irvine. Anna Kryczka's research focuses on the criticism and display of mid-century American art, design, media, material culture, and architecture. Her current project examines how Cold War taste cultures shaped and were shaped by sixties discourse around domesticity, expertise, and national belonging. Kryczka holds an MA in art history, theory, and criticism from the School of the Art Institute of Chicago, and is a doctoral candidate in visual studies at the University of California, Irvine.
In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.
Have you ever wondered what was happening on the other side of the fence? Kids do too! A fun book of animals and actions to help develop your child's language skills.
