Search results for: contexts-for-learning

Contexts for Learning Mathematics Level 1 Read Alouds

Author : Catherine Twomey Fosnot
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Building learning around rich, instructionally sound contexts was an overarching goal during the development of the Contexts for Learning Mathematics series. Throughout the series context is used to set the stage for learning. It establishes a terrain that will intrigue children and ignite their imaginations. The contexts are situations children can imagine - either realistic or fictional - that enable them to reflect on what they are doing and apply mathematical thinking to their own world. Contexts for investigations are typically developed with stories and pictures. These are carefully crafted to involve students in meaningful investigations of the big ideas, strategies, and models that shape mathematical thinking. * The images and texts are engaging and include age-appropriate children using mathematics to solve real-world problems. * The numbers referenced represent landmark numbers or number relationships that are significant and telling. * The models and metaphors within a context make relationships and strategies more tangible and explicit. The contexts for the eight units in Investigating Number Sense, Addition, and Subtraction (Grades K - 3) are established through eight engaging read-aloud books (15" x 12") that meld humor, intrigue, and good math sense. To learn more visit www.contextsforlearning.com

Contexts for Learning Mathematics Teacher Pack K 1

Author : Fosnot
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Investigate Fractions

Author : Catherine Twomey Fosnot
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"The rich, open investigations we've developed allow children to engage in mathematizing in a variety of ways. We honor children's initial attempts at structuring and modeling their world mathematically, while at the same time supporting and challenging them to ensure that important big ideas and strategies are being developed progressively." -Catherine Twomey Fosnot Learn how to establish a vibrant, collaborative math workshop for students in grades 4 through 6 and how Catherine Fosnot and her colleagues introduce fractions and compare fractional amounts. Through 2 foundational books-Investigating Fractions, Decimals, and Percents: Overview and Field Trips and Fund-Raisers: Introducing Fractions-and eight online video clips, Cathy and her colleagues provide the strategies, lesson plans, and tools you'll need to transform your classroom into a community of young mathematicians. In the Overview book Cathy provides the professional understandings needed to establish a vibrant math workshop. After chronicling the motivations and ideals that inspire her work, Cathy describes how to help students construct the big ideas, strategies, and models that shape the landscape of learning. Ensuing sections describe the architecture of an investigation and explain how the predictability of this framework fosters independence and collaboration. In addition to describing the management systems that make these investigations rigorous and responsive, Cathy suggests ways to sequence instruction and highlight how units can be used to enhance your existing curriculum. Like the other units in the Contexts for Learning Mathematics series, Field Trips and Fund-Raisers: Introducing Fractions provides a two-week sequence of investigations, minilessons, games, and other contexts for learning. The fair-sharing of submarine sandwiches on a school field trip provides the context for exploring big ideas related to fractions in this unit. In attempting to settle arguments about the fair distribution of sandwiches, students explore the connection between division and fractions as well as ways to compare fractional amounts. As the unit progresses, students use the double number line as a model and explore equivalent fractions. The nine accompanying video clips include live from-the-classroom video footage of the unit in action and narrated slide shows that describe the ideals that shape the math workshop and the thinking behind the Contexts for Learning Mathematics series. (Video clips are free for 6 months upon registration. You must register within 6 months of purchase.) Learn more about these resources and the series at www.contextsforlearning.com. This pack is part of firsthand's Getting Started series. Bridging the gap between educational theory and practice, firsthand classroom materials model the carefully crafted techniques and language of master teachers in ways that help teachers refine their practice and reinvent their own teaching. The most comprehensive of these resources span more than a year of instruction. Firsthand's Getting Started Packs were created for teachers in training and professional book study groups who want a compact, affordable way to study and tryout these transformative classroom materials. Each Getting Started Pack includes an overview book, a complete unit of study, online video clips provided free of charge for 6 months, and an accompanying study guide. Getting Started packs include: Launch a Primary Writing Workshop, Grades K-2; Launch an Intermediate Writing Workshop, Grades 3-5; Launch an Intermediate Reading Workshop, Grades 3-5; Introduce the Qualities of Writing, Grades 3-6; Monitor Comprehension with Primary Students, Grades K-2; Monitor Comprehension with Intermediate Students, Grades 3-6; Investigate the Number System, Grades K-3; Investigate Multiplication, Grades 3-5; Investigate Fractions, Grades 4-6.

Contexts for Learning

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T Shirt Factory Grade 1

Author : Fosnot
File Size : 59.36 MB
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Groceries Stamps Measuring Strip Grade 2

Author : Fosnot
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The California Frog-Jumping Contest: Algebra is one of five units in the Contexts for Learning Mathematics' Investigating Fractions, Decimals, and Percents (4 - 6) This unit uses the context of the famous short story by Mark Twain - The Celebrated Jumping Frog of Calaveras County - to develop equivalence and its use in solving algebraic problems. The context of a frog jumping along a track is used to foster number line representations in which students solve for an unknown amount, which is usually the length of a frog jump. Equivalent sequences of jumps are represented naturally on a double number line by having them start and end at the same location, with one expression shown on top of the line and the other shown underneath the line. The representation can then be used as a tool for solving the problem. The unit begins with a problem in which students find the length of a bullfrog's jump, knowing the full length of a sequence of his jumps and steps. This context leads to using the number line as a tool for solving problems with unknowns. Next, students must find various approaches for lining up six- or eight-foot benches for two jumping tracks of lengths 28 and 42 feet. Students utilize the equivalence 6 + 6 + 6 + 6 = 8 + 8 + 8 to change one possible solution into a second possible solution and use the number line to represent this equivalence. A similar problem about fences is used to develop a combination chart, which is a useful representation for determining net gain (or loss) after an exchange. The second half of the unit includes more frog-jumping problems as the frogs plan for their Olympic Games. Now students further explore the use of variables to represent more complex situations and solve for unknown amounts. Here, students use the number line to represent jumps in the problems and can separate off equal amounts of unknown lengths to determine the lengths of unknown amounts. As the unit progresses, the questions require that students investigate equivalent lengths of different-sized jumps and work with these equivalences flexibly to solve problems. The complexity of learning to symbolize has been the subject of extensive research. One study, summarized in Adding It Up (National Research Council 2001, 264), illustrates typical difficulties students may have. Known as the reversal error, it is illustrated by work on the following problem: At a certain university, there are six times as many students as professors. Using S for the number of students and P for the number of professors, write an equation that gives the relation between the number of students and the number of professors. A majority of students, ranging from first-year algebra students to college freshmen, wrote the equation 6S=P. Apparently they used 6 as an adjective and S as a noun, following the natural language in the problem. However, they needed to multiply the number of professors by 6 to find the number of students. The correct response is 6P=S. Because learning to write algebraic expressions is so difficult, we don't push symbolizing early in this unit. The representation of the number line is used to fix students' attention on the distinction between the lengths of jumps and the number of jumps. Once this is set, students can begin symbolizing in problems like this in a meaningful way. The unit ends with the students constructing more formal algebraic notation as they develop methods to simplify their earlier representations. To learn more visit http: //www.contextsforlearning.com

Rethinking Contexts for Learning and Teaching

Author : Richard Edwards
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Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses What constitutes a context for learning? How do we engage the full resources of learners for learning? What are the relationships between different learning contexts? What forms of teaching can most effectively mobilise learning across contexts? How do we methodologically and theoretically conceptualise contexts for learning? Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.

Creating Contexts for Learning and Self authorship

Author : Marcia B. Baxter Magolda
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This book is intended to help college faculty create conditions in which students learn to construct knowledge in their disciplines and achieve self-authorship. A significant and often overlooked dimension mediating learning and self-authorship centers on learners' ways of knowing, or their assumptions about the nature, limits, and certainty of knowledge. A learner who assumes that all knowledge is certain expects to hear answers from an authority figure; in contrast, a learner who views knowledge as relative expects to explore multiple viewpoints. By taking a constructive-developmental approach, the author demonstrates how students' ability to construct knowledge is intertwined with the development of their assumptions about knowledge itself and their role in creating it. She shows how the structure of constructive-developmental teaching hinges on three principles: validating students' ability to know, situating learning in students' experience, and defining learning as teachers and students mutually constructing meaning. The book also takes abstract pedagogical principles and translates them into practical approaches.--

Contexts for Music Learning and Participation

Author : Andrea Creech
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This book sets out a contemporary perspective on music education, highlighting complex intersections between informal, non-formal and formal practices and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a ‘siloed’ approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of practices that can be applied across a range of formal, informal or non-formal concepts to support the development of musical possible selves. It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal.

Context and Culture in Language Teaching and Learning

Author : Michael Byram
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The chapters in this book all address the significance of the relationship between the aims and methods of language teaching and the contexts in which it takes place. Some consider the implications for the ways in which we research language teaching; others present the results of research and development work.

Exploring the Contexts for Early Learning

Author : Rory McDowall Clark
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The concept of ‘readiness for school’ is attractive to policy-makers, but many academics, researchers and practitioners argue that an early start to formal learning may be misguided. This book introduces readers to an increasing body of evidence which demonstrates that young children need opportunities to learn and develop in environments that support their emotional and cognitive needs, offering opportunities to develop autonomy, competence and self-regulation skills. With advice on implementing research findings in practice, this book provides clear guidance on how to foster and develop these attributes, scaffold steps into new areas of learning and support children in facing new challenges. Chapters cover: Policy and discourses; Taking account of development; Approaches to Early Years Learning; The Diversity of Children’s Early Experiences; Transitions and starting school; Where to in the Future? Exploring the Contexts for Early Learning will be essential reading for students, practitioners, policy-makers and all those interested in the school readiness agenda.

Mystery of the Meter Grade 5

Author : Fosnot
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The California Frog-Jumping Contest: Algebra is one of five units in the Contexts for Learning Mathematics' Investigating Fractions, Decimals, and Percents (4 - 6) This unit uses the context of the famous short story by Mark Twain - The Celebrated Jumping Frog of Calaveras County - to develop equivalence and its use in solving algebraic problems. The context of a frog jumping along a track is used to foster number line representations in which students solve for an unknown amount, which is usually the length of a frog jump. Equivalent sequences of jumps are represented naturally on a double number line by having them start and end at the same location, with one expression shown on top of the line and the other shown underneath the line. The representation can then be used as a tool for solving the problem. The unit begins with a problem in which students find the length of a bullfrog's jump, knowing the full length of a sequence of his jumps and steps. This context leads to using the number line as a tool for solving problems with unknowns. Next, students must find various approaches for lining up six- or eight-foot benches for two jumping tracks of lengths 28 and 42 feet. Students utilize the equivalence 6 + 6 + 6 + 6 = 8 + 8 + 8 to change one possible solution into a second possible solution and use the number line to represent this equivalence. A similar problem about fences is used to develop a combination chart, which is a useful representation for determining net gain (or loss) after an exchange. The second half of the unit includes more frog-jumping problems as the frogs plan for their Olympic Games. Now students further explore the use of variables to represent more complex situations and solve for unknown amounts. Here, students use the number line to represent jumps in the problems and can separate off equal amounts of unknown lengths to determine the lengths of unknown amounts. As the unit progresses, the questions require that students investigate equivalent lengths of different-sized jumps and work with these equivalences flexibly to solve problems. The complexity of learning to symbolize has been the subject of extensive research. One study, summarized in Adding It Up (National Research Council 2001, 264), illustrates typical difficulties students may have. Known as the reversal error, it is illustrated by work on the following problem: At a certain university, there are six times as many students as professors. Using S for the number of students and P for the number of professors, write an equation that gives the relation between the number of students and the number of professors. A majority of students, ranging from first-year algebra students to college freshmen, wrote the equation 6S=P. Apparently they used 6 as an adjective and S as a noun, following the natural language in the problem. However, they needed to multiply the number of professors by 6 to find the number of students. The correct response is 6P=S. Because learning to write algebraic expressions is so difficult, we don't push symbolizing early in this unit. The representation of the number line is used to fix students' attention on the distinction between the lengths of jumps and the number of jumps. Once this is set, students can begin symbolizing in problems like this in a meaningful way. The unit ends with the students constructing more formal algebraic notation as they develop methods to simplify their earlier representations. To learn more visit http: //www.contextsforlearning.com

The Teachers Lounge

Author : Catherine Twomey Fosnot
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The Teachers' Lounge: Place Value and Division is one of five units in the Contexts for Learning Mathematics' Investigating Multiplication and Division (3 - 5) The focus of this unit is division. It begins with the story of a teacher noticing a service person in the teachers' lounge fill two different vending machines with beverages. In the first machine, there are bottles of water only. The machine holds 156 bottles of water when full and the teacher wonders how many six-packs that might be. The second problem involves the juice machine. It also holds 156 bottles when full, but the bottles are partitioned into six columns because there are six different flavors of juice. The teacher wonders how many there are of each flavor. Although most students do not realize it at the start, the two problems are related. The first problem is a quotative division situation - the amount in each group is known, the number of groups is not. The second problem is a partitive division situation - the number of groups is known, the amount in each group is not. The problems are juxtaposed and given together to encourage students to examine the relationship between the two kinds of division. This story context of the teachers' lounge sets the stage for a series of investigations designed to support the development of a repertoire of strategies for multiplication and division, including the use of: * the ten-times strategy * partial products and partial quotients * the associative property * the distributive property of multiplication over addition - the basis for the long division algorithm Several minilessons for multiplication and division are also included in the unit. These are structured as strings of related problems designed to more explicitly guide learners toward computational fluency. Toward the end of the unit, discussion shifts to how the context of a division problem influences what to do with the remainder. Note: The context for this unit assumes that your students will have had prior experience using arrays for multiplication. If this is not the case, you might find it helpful to use the unit Muffle's Truffles first. To learn more visit http://www.contextsforlearning.com

Contexts for Development and Understanding Learning

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Workplace Learning in Context

Author : Helen Rainbird
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The contributors to this volume combine a critical analysis of the organizational and employment context of workplace learning with an understanding of theories of learning.

NAVIGATING IN EDUCATIONAL CONTEXTS

Author : Anneli Lauriala
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Navigating in Educational Contexts: Identities and Cultures in Dialogue includes selected papers from the 2009 Biennial Conference of the International Study Association on Teachers and Teaching (ISATT), held at the University of Lapland in Finland. This volume contains keynote addresses and papers based on the thematic presentations held at the conference: Identity, context and marginality, Professional development and learning, Context and teaching, and ICT in teaching and learning. The articles open perspectives to the challenges in. education and point to the need for dialogue between different racial, cultural, social and gender groups. The articles benefit educators, teacher educators and policy makers aiming to enhance equity and equality. Insights into teachers’ professional and personal knowledge are combined with wider social, cultural and global issues, and through experiences of learning both in Real Life and Second Life. There are many inspiring and promising ideas and approaches of how to promote quality teaching and learning. Under network-based education the topics of ICT skills and experiences, models of ICT integration, virtual reality and a simulation-based learning and online tutoring are being described and assessed. The book is rooted in the studies, practises and arguments of researchers, teachers, educators and students navigating in diverse educational contexts. It will fascinate all those involved and interested in challenging educational practises and thinking.

Primary Teaching Assistants Curriculum in Context

Author : Carrie Cable
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Teaching assistants are uniquely placed to support children's involvement with learning through the curriculum. This book explores those issues that are central to that process. Specifically it examines: strategies for supporting learning and assessment in English, maths and science inclusive and imaginative practices in all areas of learning home and community contexts for learning working practices which support professional development. This book is written primarily for learning support sta.

Learning Science Through Computer Games and Simulations

Author : National Research Council
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At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.

Teaching and Learning in Multilingual Contexts

Author : Agnieszka Otwinowska
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It is clearly illogical to search for one good, universal solution for multilingual education when educational contexts differ so widely due to demographic and social factors. The situation is further complicated by the motivations of learners and teachers, and by attitudes towards multilingualism and ‘otherness’. The studies in this volume seek to investigate not only whether certain solutions and practices are ‘good’, but also when and for whom they make sense. The book covers a wide range of Western multilingual contexts, and uncovers common themes and practices, shared aims and preoccupations, and often similar solutions, within seemingly diverse contexts. In addition to chapters based on empirical data, this book offers theoretical contributions in the shape of a discussion of the appropriateness of L1-Ln terminology when discussing complex multilingual realities, and looks at how the age factor works in classroom settings.

Making it relevant

Author : Peter Nentwig
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'Teaching in context' has become an accepted, and often welcomed, way of teaching science in both primary and secondary schools. The conference organised by IPN and the University of York Science Education Group, Context-based science curricula, drew on the experience of over 40 science educators and 10 projects. The book is arranged in four parts. Part A consists of two papers, one on situated learning and the other on implementation of new curricula. Part B contains descriptions of five major curricula in different countries, why they were introduced, how they were developed and implemented and evaluation results. Part C gives descriptions of three projects that are of smaller scale and their materials are used as interventions in other more conventional curricula. There is also a contribution on some fundamental research where modules of work are written to examine how best to design context-based curricula. Finally, Part D consist of two chapters, one summarising some of the findings that came out of the chapters in the three earlier parts and the second looks at the future.