Products related to Based:
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Supporting Multilingual Learners’ Academic Language Development : A Language-Based Approach to Content Instruction
A practical and comprehensive resource, Supporting Multilingual Learners’ Academic Language Development: A Language-Based Approach to Content Instruction introduces an accessible language-based approach to teaching academic language to multilingual learners across the content areas.Luciana C. de Oliveira provides elementary school teachers with everything they need to know to successfully teach grade-level content to multilingual learners.Chapters are organized by subject, addressing the specific language demands of teaching English language arts, social studies, mathematics, and science.Each chapter features examples of implementation in grades K-5, practical strategies, and a wealth of tables, figures, and other resources.The Language-Based Approach to Content Instruction (LACI) in this book provides teachers with a ready-to-use framework of six scaffolding elements that serves as a guide to enable multilingual learners to meet the grade-level standard of their peers without simplification.Aligned with WIDA and CCSS standards, this resource provides the tools and methods teachers need to support multilingual learners’ academic language development in the content area classroom.
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Stirring the Head, Heart, and Soul : Redefining Curriculum, Instruction, and Concept-Based Learning
"This book is a potent reminder of what it means when teachers teach whole human beings—their minds, hearts, and souls.Erickson helps us recall what all great teachers know: quality teaching is about building young lives."—Carol Ann Tomlinson, Professor, University of Virginia Author, The Parallel Curriculum"Erickson sets the standard for concept-based curriculum.Her work offers a theoretically rich and eminently practical approach for constructing curriculum around rich, transferable concepts.The third edition extends this seminal work for the benefit of educators and their students."—Jay McTighe, Educational Consultant, McTighe and Associates Author, Understanding by DesignHelp students analyze and synthesize information for a deeper understanding of big ideas!This updated edition of the classic bestseller on curriculum design for quality instruction provides practical structures, planning tools, and specific classroom examples of effective teaching strategies.The author focuses on the need for curriculum and instruction that allows students to move beyond factual learning to a level of understanding where knowledge transfers readily to new situations and thinking becomes integrated.The book's wide-ranging topics include:Aligning local curriculum with state and national content standards Using brain-based teaching methods Developing higher-order thinking skills Assessing and reporting student progress Creating a lifelong love of learning in studentsThis invaluable resource encourages teachers to create an educational environment that challenges students' personal intellect, engages their spirits, and fosters a greater understanding of the world around them.
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Concept-Based Curriculum and Instruction for the Thinking Classroom
Think Beyond the Facts! Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in conceptual understanding.A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of engaging one’s mind. This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction.Educators will learn how to Meet the demands of rigorous academic standardsUse the Structure of Knowledge and Process when designing disciplinary unitsEngage students in inquiry through inductive teachingIdentify conceptual lenses and craft quality generalizations Explore deeper levels of learning and become a Master Concept-Based Teacher. "This book is smart, wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning.It honors teachers with the belief that they grow as human beings through understanding the power of what they teach.It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit." Carol Ann Tomlinson, William Clay Parrish, Jr.Professor University of Virginia, Curry School of Education "As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings.This essential book translates the needed sophistication of concept-based learning into actionable classroom practices." Charles Fadel, Author of "Four-Dimensional Education" and "21st Century Skills" Founder, Center for Curriculum Redesign Visiting Scholar, Harvard Graduate School of Education
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Drama-based Pedagogy : Activating Learning Across the Curriculum
Drama-based Pedagogy examines the mutually beneficial relationship between drama and education, championing the versatility of drama-based teaching and learning designed in conjunction with classroom curricula.Written by seasoned educators and based upon their own extensive experience in diverse learning contexts, this book bridges the gap between theories of drama in education and classroom practice. Kathryn Dawson and Bridget Kiger Lee provide an extensive range of tried and tested strategies, planning processes and learning experiences, in order to create a uniquely accessible manual for those who work, think, train and learn in educational and/or artistic settings.It is the perfect companion for professional development and university courses, as well as for already established educators who wish to increase student engagement and ownership of learning.
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Is the training as a surgical technologist school-based or company-based?
The training to become a surgical technologist can be both school-based and company-based. Many individuals choose to attend a formal surgical technology program at a college or vocational school, where they receive classroom instruction and hands-on clinical experience. However, some surgical technologists may also receive on-the-job training through a company-based program, where they work under the supervision of experienced surgical technologists and receive training specific to the needs of that particular healthcare facility. Both school-based and company-based training can provide the necessary skills and knowledge to become a successful surgical technologist.
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Can a religion be based on knowledge?
Yes, a religion can be based on knowledge. Some religions incorporate teachings, beliefs, and practices that are rooted in philosophical and metaphysical knowledge. For example, certain Eastern religions like Buddhism and Hinduism emphasize the pursuit of wisdom and understanding as a means to achieve spiritual enlightenment. Additionally, some modern spiritual movements blend scientific knowledge with traditional religious beliefs to create a more rational and evidence-based approach to spirituality. Ultimately, a religion based on knowledge can provide followers with a deeper understanding of the world and their place in it.
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Why is the paramedic training a school-based education?
Paramedic training is a school-based education because it requires a comprehensive curriculum that covers a wide range of medical knowledge and practical skills. Schools provide the necessary resources, facilities, and experienced instructors to ensure students receive a high-quality education. Additionally, a school-based program allows for structured learning, hands-on practice, and opportunities for clinical experience in healthcare settings, which are essential for preparing students to become competent and confident paramedics.
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What is the difference between dual and school-based training?
Dual training combines theoretical learning at a vocational school with practical on-the-job training at a company, allowing students to gain hands-on experience while studying. On the other hand, school-based training involves students attending classes at a vocational school full-time to learn the theoretical aspects of a particular trade or profession without the practical component. Dual training provides a more comprehensive learning experience by integrating classroom instruction with real-world work experience, while school-based training focuses solely on theoretical knowledge.
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Arts-based Research in Global Development : Performing Knowledge
This book brings together a range of arts and development scholars and practitioners to explore the unique ways in which arts-based research methods can make a unique positive contribution to effective global development practice. Since the 1970s, global development has witnessed an increase in the use of participatory approaches to enable the world’s most excluded peoples to be actively involved in the planning and implementation of development projects that impact them.A range of participatory practices are now in common use, many of which use visual activities which enable fuller participation irrespective of literacy levels or social position.More recently, development practitioners with arts skills, along with a small number of professionally trained artists, have started engaging in a wider range of arts-based practices within this participatory development space, aimed at co-creating new knowledge with these communities.This book explores how the performing and visual arts provide spaces for the world’s most marginalised communities to articulate their development aspirations and co-create knowledge that contributes to development outcomes.It also highlights how arts-based research puts the power over development decisions back into the hands of ‘recipient’ communities. The book will be of interest to development practitioners and artists working with marginalised communities globally, policymakers in arts and global development, graduate students, and academics.The rich case studies provide many fresh ideas for arts and/or development practitioners wanting to utilise arts-based research, particularly with performing arts, in global development programming.
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Project-Based Learning : Differentiating Instruction for the 21st Century
Increase achievement and engagement for all students in 21st century classrooms!Project-based learning has emerged as one of today's most effective instructional practices.In PBL, students confront real-world issues and problems, collaborate to create solutions, and present their results.This exciting new book describes how PBL fosters 21st century skills and innovative thinking.The author provides instructional strategies, assessment methods, and detailed instruction on how to:Design projects for various content areas across all grade levelsIntegrate technology throughout the learning processUse Khan Academy, webquests, wikis, and more to foster deeper conceptual learningBuild social learning networks Differentiate instruction by scaffolding supports for the learning process
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Teaching And Learning In A Concept-Based Nursing Curriculum
Teaching and Learning in a Concept-Based Curriculum: A How-To Best Practice Approach provides specific, practical tools and strategies for teaching and evaluating students in the concept based curriculum model.The text includes sample lesson plans and study guides to show how a concept is taught in the classroom, clinical teaching activities that connect classroom and clinical learning, and clinical evaluation tools to assess student competence in a concept-based curriculum.KEY FEATURES• Chapter learning outcomes• Forms, lesson plans, and other examples of specific tools• Key points at the end of each chapter• Highlighted priorities, tips, and pitfalls
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Challenge based & activity based learning
This study adopted quasi-experimental research design, precisely, pre-test, post-test nonequivalent control group design The study constituted a total number of 122 subjects, 63 for the Challenge based learning, while 59 for the activity-based learning.The instruments used for data collection were Woodwork Cognitive Achievement Test (WCAT), Woodwork Psychomotor Achievement Test (WPAT) and Woodwork Interest Inventory (WII) items.Other instruments used were the challenge-based and activity-based learning lesson plans.The instruments were also subjected to face validation by five experts in woodwork technology from Department of Industrial and Technology Education, Federal University of Technology Minna and woodwork technology teachers at Government Technical Colleges in Niger State.Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses.The study revealed that students taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement test, psychomotor achievement test and test for retention of learning
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How does the division of work between company-based and school-based training work in the dual system?
In the dual system, the division of work between company-based and school-based training is structured to provide a balance of theoretical knowledge and practical skills. Company-based training allows students to gain hands-on experience in a real work environment, learning from experienced professionals and applying their knowledge in real-world situations. School-based training, on the other hand, provides students with the theoretical foundation and technical knowledge necessary for their chosen field. This division of work ensures that students receive a well-rounded education that prepares them for the demands of the workforce.
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How can one switch from a dual training to a school-based training?
To switch from a dual training to a school-based training, one can start by researching different vocational schools or educational institutions that offer the desired program. It is important to meet with a career counselor or academic advisor to discuss the transition and understand the requirements for enrolling in a school-based training program. Additionally, one may need to update their resume and gather any necessary documentation or certifications to support their application for the school-based training. Finally, it is essential to communicate with current employers or sponsors about the decision to switch training programs and ensure a smooth transition.
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What type of training is meant: school-based or on-the-job training?
The type of training meant can vary depending on the context. School-based training typically refers to formal education and training provided in a classroom or academic setting, such as vocational schools, colleges, or universities. On-the-job training, on the other hand, refers to training that takes place within the actual work environment, where employees learn and develop their skills while performing their job duties. Both types of training have their own benefits and are important for the overall development of individuals in their respective fields.
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How can someone be located based on their knowledge?
Someone can be located based on their knowledge by identifying their expertise and the areas in which they have specialized knowledge. This can be done through their work history, educational background, publications, or public speaking engagements. Additionally, social media and online platforms can provide insight into a person's knowledge and expertise. By understanding what someone knows and where they have shared their knowledge, it is possible to locate them and potentially connect with them for collaboration or consultation.
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