How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
The document describes a fraction game called "Fraction Tracks" that was played by a 5th grade class to practice adding and renaming fractions. In the game, students drew fraction cards and tried to move game pieces from 0 to 1 by adding the fractions on subsequent cards. The teacher monitored students as they played, helping when needed and asking questions. At the end, students shared strategies with the class. The document discusses extending the lesson by varying game materials and rules.
This document discusses classroom questions. It defines classroom questions and outlines their main purposes, which include checking student understanding and eliciting information. It describes seven "deadly sins" of classroom questioning and different types of questions like display vs referential, open vs closed. The document also discusses Bloom's taxonomy and how different levels of thinking can be elicited through different types of classroom questions.
Developing the MKT Through Analyzing and Deepening Tasks and CurriculumNicole Rigelman
This document summarizes a presentation on developing mathematical knowledge for teaching (MKT) through analyzing tasks and curriculum. It discusses the game "Close to 100" and examines opportunities for student mathematical discourse. It also outlines frameworks for MKT and the mathematical tasks of teaching. The presentation considers how to draw out and deepen student thinking within curriculum and promotes building an environment where students engage in authentic mathematical inquiry, exploration, and negotiation.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
This thesis examines a social search recommender system for decentralized learning. The author formulates the problem by generalizing data from a previous study on question forwarding in a student social network. The goal is to predict missing values in a probability of success matrix for answering different question categories. Three approaches are explored: a baseline predictor, ridge regression, and ridge-latent factor modeling. Results show the ridge-latent factor approach achieves the best predictions, outperforming the other methods on test data across all question categories. This work demonstrates how social search can be applied to education by recommending helpful students for answering different types of questions.
The document describes a fraction game called "Fraction Tracks" that was played by a 5th grade class to practice adding and renaming fractions. In the game, students drew fraction cards and tried to move game pieces from 0 to 1 by adding the fractions on subsequent cards. The teacher monitored students as they played, helping when needed and asking questions. At the end, students shared strategies with the class. The document discusses extending the lesson by varying game materials and rules.
This document discusses classroom questions. It defines classroom questions and outlines their main purposes, which include checking student understanding and eliciting information. It describes seven "deadly sins" of classroom questioning and different types of questions like display vs referential, open vs closed. The document also discusses Bloom's taxonomy and how different levels of thinking can be elicited through different types of classroom questions.
Developing the MKT Through Analyzing and Deepening Tasks and CurriculumNicole Rigelman
This document summarizes a presentation on developing mathematical knowledge for teaching (MKT) through analyzing tasks and curriculum. It discusses the game "Close to 100" and examines opportunities for student mathematical discourse. It also outlines frameworks for MKT and the mathematical tasks of teaching. The presentation considers how to draw out and deepen student thinking within curriculum and promotes building an environment where students engage in authentic mathematical inquiry, exploration, and negotiation.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
This thesis examines a social search recommender system for decentralized learning. The author formulates the problem by generalizing data from a previous study on question forwarding in a student social network. The goal is to predict missing values in a probability of success matrix for answering different question categories. Three approaches are explored: a baseline predictor, ridge regression, and ridge-latent factor modeling. Results show the ridge-latent factor approach achieves the best predictions, outperforming the other methods on test data across all question categories. This work demonstrates how social search can be applied to education by recommending helpful students for answering different types of questions.
This document provides ideas for incorporating games, contests, and puzzles into classroom activities to make academic content more engaging for students. Some of the ideas discussed include holding magazine scavenger hunts and password games to review topics, using bingo and trivia games with review questions as prizes, and having students create review materials like quizzes and commercials for their peers. The goal of these strategies is to motivate students to actively recall and apply course concepts through entertaining and competitive activities.
This document provides an introduction and test-taking tips for a sample 6th grade reading/literature test from 2006-2008. The introduction explains that the sample test demonstrates the types of reading passages and questions students may encounter on the Oregon Statewide Assessments. It also lists the skills assessed, such as vocabulary, locating information, demonstrating understanding, developing interpretations, and examining the content and structure of informational and literary texts. Tips are provided for taking the sample test, including developing a positive attitude, getting sufficient sleep, eating breakfast, and using strategies like eliminating incorrect answers, carefully re-reading questions and passages, and making educated guesses.
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) are defined and example classroom activities are provided. The document also discusses how Bloom's Taxonomy can be applied practically in the classroom with different approaches for individual students or groups.
The document summarizes a collaborative action research project at Hollywood Elementary School aimed at improving 5th grade students' transition to middle school by focusing on study skills. It describes implementing reading comprehension strategies like "Super Scanning" and visualization techniques. Pre- and post-tests were used to assess the strategies' effectiveness, and results showed significant improvements in reading comprehension and memorization after using the strategies. Limitations and next steps are also discussed.
The document summarizes a collaborative action research project at Hollywood Elementary School aimed at improving 5th grade students' transition to middle school by focusing on study skills. It describes testing reading comprehension strategies like "Super Scanning" and visualization techniques. Results showed significant improvements in reading comprehension and memorization after using the strategies, as measured by pre- and post-tests. Limitations and next steps are also discussed.
This lesson plan introduces first grade students to math mountains as a way to find unknown partners in addition equations. The lesson will have students:
1. Learn that math mountains show the total and two partners, and that switching partners does not change the total.
2. Practice finding missing totals and partners in math mountains by counting on with circles or fingers.
3. Play a game called "Addition Detective" in groups to further practice these skills.
4. Take the game home to teach their families and continue practicing unknown partners.
1. Mathematical vocabulary is important for students to understand concepts and communicate ideas. However, simply providing definitions is not enough for students to learn new words.
2. Students need opportunities to use vocabulary in meaningful contexts. Teachers should construct learning experiences that direct students' attention to specific vocabulary and have them apply words while doing authentic math.
3. Semantic maps and personal dictionaries can help students organize vocabulary and construct their own understanding of terms. Students learn best by communicating about math concepts using precise language.
The document summarizes key aspects of teaching mathematics, including:
1) The goals of mathematics are critical thinking and problem solving.
2) Mathematics should be taught using a spiral progression approach, revisiting basics at each grade level with increasing depth and breadth.
3) Effective mathematics teaching employs methods like problem-solving, concept attainment, concept formation, and direct instruction.
This document outlines Bloom's Taxonomy of Critical Thinking Skills, which categorizes levels of thinking from lowest to highest order. It describes the six levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of key words and common questions asked at each level to encourage that type of thinking. The levels progress from remembering and understanding basic information, to applying knowledge, analyzing it and breaking it down, synthesizing new ideas, to the highest order of evaluating information for a given purpose.
This 5-day lesson plan teaches students about mean, median, and mode. On day 1, students are introduced to the key terms and do an activity to calculate them. Day 2 reviews the terms through songs and examples. Day 3 has students practice the concepts on educational websites. Day 4 is a card game where students find the mean, median, and mode of their hands. Day 5 consolidates learning through a book and quiz. The plan incorporates math, music, technology, games and assessments to engage multiple intelligences.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document discusses detecting and responding to student emotion within an online tutor. It discusses using sensors and models to detect student emotion and remediating emotion through teacher-based, peer-based, and game-based interventions. It describes experiments conducted with a math tutor to detect student emotion using sensors and self-reports, and to study the effects of showing students their progress to improve interest and excitement. Studies showed that providing students access to their progress page increased how often they accessed it, suggesting it may improve affect.
The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
This document provides instruction on evaluating algebraic expressions. It begins with defining key terms like expression and evaluation. Students are shown examples of expressions and how to evaluate them by substituting values for variables. The lesson includes examples of evaluating expressions, as well as an in-class assignment and exit ticket for students to complete. The objective is for students to learn how to evaluate an expression by substituting a variable with a known value.
3rd Grade Math Activity: Metric Mango Tree (measurement; number sense)Mango Math Group
A sample math lesson from Mango Math's 3rd grade math curriculum.
Mango Math provides grade level math games and activities that reinforce core math concepts. Our activities are designed to enhance and compliment existing curriculum and are aligned with NCTM standards. Our innovative and fun math curriculum products are designed to assist teachers, resource room instructors, home school organizations, and parents build positive attitudes towards math while reinforcing key math skills.
for more information visit www.mangomathgroup.com
Workshop 3: Applying Bloom's Taxonomy in the EFL ClassroomMaryna Tsehelska
In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages.
Bloom's Taxonomy is a framework created by Benjamin Bloom that categorizes levels of thinking. It includes six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The levels build on each other and involve increasing complexity of thought. Bloom's Taxonomy provides guidance for teachers in designing lessons and assessments that challenge students to progress to higher-order thinking skills beyond simple memorization.
This document outlines a plan to improve student understanding of geometry and spatial sense concepts through increased use of mathematical language. It notes declining EQAO scores and proposes introducing math language early through play-based learning. The plan involves creating a responsive learning environment across primary grades, modeling confidence with math, and assessing weekly use of language. The goal is for students to demonstrate concepts concretely, pictorially and symbolically while expressing ideas in writing with appropriate terminology.
Significance of Language Skills in the Games Industry and how to motive stude...Thomas Hulvershorn
Thomas Hulvershorn, Operations Manager of Outplay Entertainment, gave a presentation on the significance of language knowledge in business, specifically in the video game industry. He discussed how games are a big, global business and how localizing games into other languages improves financial results. He emphasized that language skills are important for getting jobs in the games industry and broadening career opportunities. The presentation was aimed at language students to inspire them and convey how linguistic skills correlate with career prospects.
Langevo es un juego en línea que ayuda a los estudiantes a aprender vocabulario en idiomas extranjeros mediante el cuidado de una granja virtual. El juego contiene cerca de 500 vocabularios con imágenes, pronunciación y otras herramientas de aprendizaje. Los estudiantes pueden repasar y practicar los vocabularios a través de diversos tipos de pruebas y actividades en el juego para ganar recompensas virtuales.
This document provides ideas for incorporating games, contests, and puzzles into classroom activities to make academic content more engaging for students. Some of the ideas discussed include holding magazine scavenger hunts and password games to review topics, using bingo and trivia games with review questions as prizes, and having students create review materials like quizzes and commercials for their peers. The goal of these strategies is to motivate students to actively recall and apply course concepts through entertaining and competitive activities.
This document provides an introduction and test-taking tips for a sample 6th grade reading/literature test from 2006-2008. The introduction explains that the sample test demonstrates the types of reading passages and questions students may encounter on the Oregon Statewide Assessments. It also lists the skills assessed, such as vocabulary, locating information, demonstrating understanding, developing interpretations, and examining the content and structure of informational and literary texts. Tips are provided for taking the sample test, including developing a positive attitude, getting sufficient sleep, eating breakfast, and using strategies like eliminating incorrect answers, carefully re-reading questions and passages, and making educated guesses.
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) are defined and example classroom activities are provided. The document also discusses how Bloom's Taxonomy can be applied practically in the classroom with different approaches for individual students or groups.
The document summarizes a collaborative action research project at Hollywood Elementary School aimed at improving 5th grade students' transition to middle school by focusing on study skills. It describes implementing reading comprehension strategies like "Super Scanning" and visualization techniques. Pre- and post-tests were used to assess the strategies' effectiveness, and results showed significant improvements in reading comprehension and memorization after using the strategies. Limitations and next steps are also discussed.
The document summarizes a collaborative action research project at Hollywood Elementary School aimed at improving 5th grade students' transition to middle school by focusing on study skills. It describes testing reading comprehension strategies like "Super Scanning" and visualization techniques. Results showed significant improvements in reading comprehension and memorization after using the strategies, as measured by pre- and post-tests. Limitations and next steps are also discussed.
This lesson plan introduces first grade students to math mountains as a way to find unknown partners in addition equations. The lesson will have students:
1. Learn that math mountains show the total and two partners, and that switching partners does not change the total.
2. Practice finding missing totals and partners in math mountains by counting on with circles or fingers.
3. Play a game called "Addition Detective" in groups to further practice these skills.
4. Take the game home to teach their families and continue practicing unknown partners.
1. Mathematical vocabulary is important for students to understand concepts and communicate ideas. However, simply providing definitions is not enough for students to learn new words.
2. Students need opportunities to use vocabulary in meaningful contexts. Teachers should construct learning experiences that direct students' attention to specific vocabulary and have them apply words while doing authentic math.
3. Semantic maps and personal dictionaries can help students organize vocabulary and construct their own understanding of terms. Students learn best by communicating about math concepts using precise language.
The document summarizes key aspects of teaching mathematics, including:
1) The goals of mathematics are critical thinking and problem solving.
2) Mathematics should be taught using a spiral progression approach, revisiting basics at each grade level with increasing depth and breadth.
3) Effective mathematics teaching employs methods like problem-solving, concept attainment, concept formation, and direct instruction.
This document outlines Bloom's Taxonomy of Critical Thinking Skills, which categorizes levels of thinking from lowest to highest order. It describes the six levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of key words and common questions asked at each level to encourage that type of thinking. The levels progress from remembering and understanding basic information, to applying knowledge, analyzing it and breaking it down, synthesizing new ideas, to the highest order of evaluating information for a given purpose.
This 5-day lesson plan teaches students about mean, median, and mode. On day 1, students are introduced to the key terms and do an activity to calculate them. Day 2 reviews the terms through songs and examples. Day 3 has students practice the concepts on educational websites. Day 4 is a card game where students find the mean, median, and mode of their hands. Day 5 consolidates learning through a book and quiz. The plan incorporates math, music, technology, games and assessments to engage multiple intelligences.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document discusses detecting and responding to student emotion within an online tutor. It discusses using sensors and models to detect student emotion and remediating emotion through teacher-based, peer-based, and game-based interventions. It describes experiments conducted with a math tutor to detect student emotion using sensors and self-reports, and to study the effects of showing students their progress to improve interest and excitement. Studies showed that providing students access to their progress page increased how often they accessed it, suggesting it may improve affect.
The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
This document provides instruction on evaluating algebraic expressions. It begins with defining key terms like expression and evaluation. Students are shown examples of expressions and how to evaluate them by substituting values for variables. The lesson includes examples of evaluating expressions, as well as an in-class assignment and exit ticket for students to complete. The objective is for students to learn how to evaluate an expression by substituting a variable with a known value.
3rd Grade Math Activity: Metric Mango Tree (measurement; number sense)Mango Math Group
A sample math lesson from Mango Math's 3rd grade math curriculum.
Mango Math provides grade level math games and activities that reinforce core math concepts. Our activities are designed to enhance and compliment existing curriculum and are aligned with NCTM standards. Our innovative and fun math curriculum products are designed to assist teachers, resource room instructors, home school organizations, and parents build positive attitudes towards math while reinforcing key math skills.
for more information visit www.mangomathgroup.com
Workshop 3: Applying Bloom's Taxonomy in the EFL ClassroomMaryna Tsehelska
In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages.
Bloom's Taxonomy is a framework created by Benjamin Bloom that categorizes levels of thinking. It includes six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The levels build on each other and involve increasing complexity of thought. Bloom's Taxonomy provides guidance for teachers in designing lessons and assessments that challenge students to progress to higher-order thinking skills beyond simple memorization.
This document outlines a plan to improve student understanding of geometry and spatial sense concepts through increased use of mathematical language. It notes declining EQAO scores and proposes introducing math language early through play-based learning. The plan involves creating a responsive learning environment across primary grades, modeling confidence with math, and assessing weekly use of language. The goal is for students to demonstrate concepts concretely, pictorially and symbolically while expressing ideas in writing with appropriate terminology.
Significance of Language Skills in the Games Industry and how to motive stude...Thomas Hulvershorn
Thomas Hulvershorn, Operations Manager of Outplay Entertainment, gave a presentation on the significance of language knowledge in business, specifically in the video game industry. He discussed how games are a big, global business and how localizing games into other languages improves financial results. He emphasized that language skills are important for getting jobs in the games industry and broadening career opportunities. The presentation was aimed at language students to inspire them and convey how linguistic skills correlate with career prospects.
Langevo es un juego en línea que ayuda a los estudiantes a aprender vocabulario en idiomas extranjeros mediante el cuidado de una granja virtual. El juego contiene cerca de 500 vocabularios con imágenes, pronunciación y otras herramientas de aprendizaje. Los estudiantes pueden repasar y practicar los vocabularios a través de diversos tipos de pruebas y actividades en el juego para ganar recompensas virtuales.
Language games have important educational value for language learning. They provide motivation for students and help shy students participate more. Some goals of language games are to teach vocabulary, grammar, pronunciation in a fun way. Games also develop cooperation and engagement. There are many types of language games including speaking, spelling, reading, writing, listening, and grammar games. Some examples described are dumb crambo where students name animals based on sounds, and the ladder game where students provide words related to a topic. Games are a lively way to practice language skills.
Waverly asked her mother about Chinese torture when her mother was painfully combing her hair, implying her mother was hurting her. However, her mother did not understand the hint. Waverly and her mother are alike in that they are both strong-willed and intelligent, yet they differ in their views - Mrs. Jong believes in old Chinese values while Waverly has become Americanized and rebellious. Learning the art of invisible strength from her mother helped Waverly win chess games by teaching her self-control and tactics, such as when she resisted salty plums but later received them. Waverly views her mother as her opponent in chess because while Waverly sees it as asserting independence, her mother
Student callers at the University of Maryland's Tell-a-Terp call center contact alumni, parents, and friends to solicit monetary donations for the university. The call center is supervised by RuffaloCody, a third party company, and callers are trained on call scripts and rebuttals. Callers build rapport with prospects by asking questions to learn about their history with the university. The goal is to get prospects to commit to a donation amount, with a preference for donations by credit card for ease of processing. Through practice, callers have become skilled at communication and view their role positively, though some find the repetitive nature tiring.
The document discusses different language games that can help improve language skills, including crossword puzzles, spelling bees, vocabulary games, and puzzles. Crossword puzzles involve filling in a grid with words based on clues. Spelling bees are competitions where contestants spell words of varying difficulty. Vocabulary games organize words into categories to build connections between words. Puzzles help develop problem solving and other cognitive skills in children. Using games is an effective way to teach language as they are fun and allow students to learn while interacting socially.
Here we have a work about "lexical games". You'll find many useful games you can use in your classroom with your students!!
Lexical Games are very important to motivate shy students to participate in the lesson. Moreover, it is helpful to improve skills and memory.
I hope you enjoy it!!
Using games in language teaching can help sustain learners' interest and effort over an extended period of time. Games create meaningful contexts for language use, allowing learners to understand language and express themselves in order to participate. This makes the language more vividly experienced and better remembered. Games are thus central to a teacher's repertoire rather than just occasional activities. They provide intensive, engaging practice of language skills while being fun. Effective games are chosen based on factors like class size, level, and topic to achieve learning goals while maintaining motivation.
Board games are games played with counters or pieces that are placed on, removed from, or moved across a board. They simulate aspects of real life or attempt to imitate reality through abstract strategy games, word games, and other types. The oldest known board game dates back to ancient Egypt in 3300-2700 BC. Board games became widely popular in the early 20th century as the middle class had more leisure time. Nowadays, many board games are available as computer games and can be played online.
This document provides examples of different scoring systems that can be used to modify a simple word game and influence the behaviors and learning of players. It describes scoring based on quantity, length, bidding, time limits, uniqueness, creativity, and more. The goal is to illustrate how changing the scoring changes what is measured and rewarded in a game.
This is a presentation a bout Educational Games.It has difinition and spicific components of educational games.Alsi it has uses in education and some examples of it.
Game programming language is the software development for the video games. Programming for games needs the substantial skill in the software engineering and required specialization in the computer graphic, stage design, and simulation.
This document provides 100 energizer games that can be used in workshops, meetings, and community settings. The games are intended to help groups get to know each other, increase energy levels, encourage team building, and make people think about specific issues. Some key games described include "Howdy Howdy" where participants greet each other around a circle, "Names and Adjectives" where people say their name with an adjective starting with the same letter, and "The Sun Shines On..." where a person in the middle calls out attributes and those with the attribute change places. The document encourages facilitators to consider safety, participation, and purpose when selecting energizers.
This document defines key terms related to theoretical and conceptual frameworks, including concepts, constructs, variables, conceptual framework, and theoretical framework. It explains that a conceptual framework consists of concepts and proposed relationships between concepts, while a theoretical framework is based on existing theories. The purposes of conceptual and theoretical frameworks are to clarify concepts, propose relationships between concepts, provide context for interpreting findings, and stimulate further research and theory development.
This document discusses using games to teach vocabulary. It explains that games can help lower students' affective filters, promote active participation and problem solving, and cater to different learning styles. It then provides an example lesson plan that uses several vocabulary games, including ambiguous pictures, association, matching, and crossword, to teach occupation-related vocabulary to 5th and 6th grade students. The games are designed to engage students physically and intellectually while reinforcing the new vocabulary terms based on theories of multiple intelligences, learning styles, constructivism, and total physical response.
This document provides 80 techniques for differentiating instruction across various subjects and grade levels. It begins with a list of keywords and descriptions of techniques such as using simple language, displaying keywords, using images, discussing keywords, exemplifying concepts, providing keyword context, discussing antonyms, modeling conversations, tracking new words, having dictionary champions, explaining tasks clearly, using seating plans strategically, doing hot-seating, having students teach, using envoys, engaging in Socratic dialogues, tracking confidence levels, designating expert corners, using student helpers, providing model answers, showcasing good student work, differentiating by outcome, using open activities, tapping into prior knowledge, using stepped activities, offering options and choices, providing extensions
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
This document provides a variety of game ideas that teachers can use in the classroom to engage students and reinforce learning. It begins with an introduction to educational games and the benefits of using games. It then describes 16 specific games that can be adapted for different subjects, including content-related games like Battleship for vocabulary practice and guessing games like Who is He/She? for identifying people. The games are meant to be interactive, help students work together, and make learning an enjoyable experience while still focusing on academic content.
The document provides 80 techniques for differentiating instruction across various subjects and grade levels. It discusses ways to differentiate through keywords, simplified language, displaying keywords, modeling conversations, new words, dictionaries, task explanations, seating plans, hot-seating students, student teaching, envoys, Socratic dialogues, confidence indicators, expert corners, helpers, model answers, good work, open activities, prior knowledge, stepped activities, options, choices, extensions, and a wonder wall. The techniques are meant to engage students in various ways and meet them at their level.
The document describes several alternative teaching strategies:
1. Brainstorming, where students share ideas to solve a problem or dilemma.
2. Discussion, which allows students to exchange ideas through whole-class, small group, or panel formats.
3. Demonstration, where the teacher models a process for students.
The document provides guidelines for implementing each strategy effectively in the classroom.
Alternative teaching strategies.pptxaaAbby Magnaye
The document describes an alternative teaching strategy called "Concept Review Game" where students work in pairs to review concepts and terms. Each pair is given a term written on a small slip of paper. The student must give a one-word clue to their partner, who tries to guess the term. If guessed correctly, the pair earns a point. The game continues until all terms have been reviewed, with the pair with the most points winning.
The document discusses George Polya's four-step process for mathematical problem solving - understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. It provides examples of strategies teachers can use to help students with each step, such as paraphrasing problems, estimating solutions, using logical reasoning and Venn diagrams, and discussing different problem-solving approaches.
This document discusses the selection and organization of content for teaching subjects. It covers the main elements of subject matter content, which are cognitive, skills, and affective. Cognitive content includes facts, concepts, principles, hypotheses, theories and laws. Skills content includes manipulative skills and thinking skills like divergent thinking, convergent thinking, problem solving, and critical thinking. Affective content refers to teaching values and attitudes. The structure and examples of each element are provided. Effective teaching requires considering all three elements - cognitive, skills and affective - and selecting content appropriately based on subject matter and learners.
HW. 2 Cooperative LearningReadings and Handouts· Johnson, D. W.NarcisaBrandenburg70
HW. 2 Cooperative Learning
Readings and Handouts:
· Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Cooperative learning in the classroom. Association for Supervision and Curriculum.
· Gillies, R. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39(1),35-49.
· Mirrored Tiles Lesson Plan, Handout & Answers
Videos
· Incorporating Cooperative Learning Effectively (7:39 mins.) Social Studies Clips
https://www.youtube.com/watch?v=5PquzYeaex4
· Where Cooperative Learning Works: Increasing Classroom Interaction and Integrating Skills (ESL Lesson 43:46 mins.)
https://www.youtube.com/watch?v=iIiENACsEwo
Respond to Questions:
(1) Based on the Cooperative Learning Reading by Johnson, Johnson and Holubec (1994). Respond to the following:
(a) Why use cooperative learning? What is different between formal cooperative learning and informal?
(b) What are 5 essential elements of cooperative learning? Discuss what each means in your own words and why it is important.
(c) What do teachers need to know about monitoring and intervening when students are working in cooperative groups?
(2) Based on Gillies (2003) article on Structuring cooperative group work in classrooms, respond to the following:
(a) What are key research findings about cooperative learning? To what extent are these findings important for teachers, including yourself? Explain why.
(b) What theoretical perspective(s) inform cooperative learning research and practice?
(c) To what extent are findings in the reading similar to those reported in the short Video—Incorporating Cooperative Learning Effectively.
(3) Read the Mirrored Tiles Lesson Plan and provide specific examples to explain in what ways each of the five key elements of cooperative learning are evidenced (or not) in the lesson plan. If any of the five elements are not addressed, point those out and explain your observation; then suggest a way that it might be addressed in the lesson plan.
(4) Watch the Video Lesson—Where Cooperative Learning Works. Provide specific examples to explain in what ways each of the key five elements for cooperative learning are evidenced (or not) in the lesson. If any of the five elements are not addressed, point those out and explain your observation; then suggest a way that it might be addressed in the lesson. (As you observe the video, watch for teacher interactions with the groups (e.g., How does the teacher promote group interactions? Some teachers exchange communications with individual students (as if it was an individual task) rather than addressing the entire group when a member asks a question or when the teacher has a question or comment. This does not model cooperation in the group to the students.)
(5) What questions or concerns do you still have about using cooperative learning through the implementation of the 5 key elements that other classmates may respond to?
Rai2
Unit 2 Discussion Board Post: The Progressi ...
Physical education sustainability mini unit planRichard Courto
1. The document outlines a two-week physical education unit plan focused on using cooperative games to teach sustainability.
2. The unit plan aims to have students relate the cooperative games to real-life scenarios and discuss issues of sustainability, culture, and diversity. Games are intended to put issues into simple scenarios for students to solve together rather than through lectures.
3. Five lesson plans are described that involve students working in groups on tasks like crossing a river or building a tower with limited resources. The lessons assess communication, problem-solving, and understanding different viewpoints.
Physical education sustainability mini unit planRichard Courto
Richard Courto created a two-week physical education unit plan focused on using cooperative games to teach sustainability. The unit aims to have students relate the games to real-life scenarios and think critically about diversity, culture and sustainability. Students will play games that simulate real-life problems to find cooperative solutions. They will be assessed through journals, discussions, and essays connecting the games to the real world. The final lesson is a survival challenge bringing the lessons of cooperation and diversity to the whole community. The unit may be limited by some students' reluctance to cooperate and sensitivity around topics discussed.
Students will write 30-second speeches about a story and share with the class. Working in pairs, students will write a short blurb or two facts/opinions about the story. The activity encourages sharing what they learned from the story and working together.
Students review vocabulary words by thinking in pairs and sharing answers as a class. Observation and participation are used to assess understanding.
Students complete writing pieces using laptops. They sign up for peer editing and organization is assessed. Observation and standardized test scores are also used to assess understanding.
Science is Awesome: Scoring & Teaching GED Science Short Answer ResponsesMeagen Farrell
Workshop delivered on May 5 in Independence, Ohio using prompts and samples from GED Testing Service and incorporating lesson activities from "Teaching Adults: A 2014 GED Test Resource Book" from New Readers Press.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
Strategies to develop creativity and critical thinkingjurutungo
This document outlines strategies for developing critical thinking and creativity in the classroom. It discusses using debates, brainstorming, teamwork, problem/project based learning, and guest speakers to enhance critical thinking. For creativity, it recommends using art, role playing, games, presentations, and media/technology in research. Specific activity ideas are provided, such as creating maps, role playing important historical figures, and playing vocabulary games. Guidelines for enhancing creativity include finding flow, encouraging diverse ideas, and giving supportive feedback and sufficient time for assignments.
This document discusses strategies for teaching students effective test-taking skills. It notes that tests have unique genres, formats, procedures and requirements that students must understand. The document provides examples of questions students should ask themselves when taking tests, such as determining the question type and format. It emphasizes the importance of building students' background knowledge, translating formal test language, being proactive test-takers, and maintaining stamina. Teachers are encouraged to link problem-solving and test-taking strategies and weave test-taking genres into classroom instruction.
Similar to Forte language games for teaching theory (20)
Forte geertz symbols rituals and faith based behavior nov 8 14 pptSalisbury University
Clifford Geertz's symbolic anthropology approach views religion as a cultural system embodied through symbols and expressed through rituals. It provides an interpretive framework for understanding the meanings, motivations, and worldviews derived from religious symbols and rituals by members of a faith group. Key concepts include sacred symbols, rituals, ethos/dispositions, and the use of religion to address problems of meaning and restore order in the face of chaos. Social workers can apply this approach by interpreting clients' religious symbols and rituals to better understand their perspectives and how their faith provides meaning.
Forte ethics, values, critical thinking theory ppt oct 26 14Salisbury University
Professional expectations and contemporary practice features necessitate a critical approach to theoretical knowledge. However, there is little guidance. This workshop introduced a critical thinking approach and a set of theory appraisal skills for judging explanatory and practice theories by normative standards associated with professional ethics, professional values, and scientific ideals.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Pengantar Penggunaan Flutter - Dart programming language1.pptx
Forte language games for teaching theory
1. Language Games:
An Innovative, Engaging Way
to Teach Theory Use Competencies
Professor James A. Forte
(jamesforte@mac.com; http://jamesaforte.com)
(The Changing World and
the Face of Social Work
2014 BPD Annual Conference
March 23, 2014 Louisville, KY)
2. Competencies & Theorizing Skills
• 2.1.3 Critical thinking – theorizing skills including
critique (science, social work, practical standards),
contextualize, deductive reasoning, inductive
reasoning
• 2.1.7 Apply knowledge – core theorizing skills,
advanced theorizing
• 2.1.10 Planned change processes – differential and
situation appropriate use of core theorizing skills
and advanced theorizing skills
3.
4. Ludwig Wittgenstein
• Lived 1889 to 1951
• Considered one of greatest philosophers of
last century
• A major interest – language, its uses and
language learning
• Classic work – Philosophical Investigations
5. W’s Game Metaphor, Expanded
• Professional activity – interaction in varied “theory use”
language games
• Student – game contestant learning to play and win games
• Educator – coach preparing contestants and game show
host facilitating play
• Professional development – progress in knowledge (theory
content) and ability (theorizing competencies) necessary to
make moves (talk-fluency & literacy and deed) showing
effective game playing as judged by “community of
practitioners”
6. Need for Theory Language
Games
Social Workers need to learn many languages –
research, ethics and values, social work practice
(EBP), and
theory (explanatory, practice, folk theories)
(Bloom, 1991)
BUT
The profession is not teaching theoretical languages
or mastery of SW language games.
7. Games – Language Games
Game of Risk SW Assessment Game
• Goal-To conquer world To understand PIE
• Moves–locate forces Question, Summarize
• Context-Home Agency, Client Life Space
• Rules-battles, troop Rules-privacy, focal topics,
movements, etc. assembly of information, etc.
8. Theory Language Games in SW
• Game of Interpreting PIE Problems
(Assessment)
• Game of Solving PIE Problems
• Game of Reporting on Case
• Game of Team Conferences
• Game of Translating
Assessment/Intervention Plan for Others
9. Teaching Language Games (Principles)
• Teach with priority on “theoretical language learning”
• Teach that theory meanings emerge during interaction in
situations embedded in social-physical environments
• Teach rules and moves (word use) necessary for effective
“theorizing” game play (coordinated action)
• Teach with emphasis on theoretical languages as tools
• Teach that theory languages shape our perception of
reality
• Teach in ways simulating actual context for theory talk
• Teach appreciation for multiple theory languages & games
10. Teaching with Theory Language Games
(Benefits)
• Motivate students to work to learn theoretical content and theorizing
skills by fun, enjoyable learning activities
• Elicit student reflections on theoretical concepts, the uses of
theoretical concepts, and the social work contexts for theory / theory
concept use
• Make learning active via practice, rehearsal of language use and
relating classroom language learning to social work in field settings
• Help students increase their vocabulary of theoretical concepts and
their ability to use this vocabulary in theory-related talk and action
11. Theory Language Games: Steps
• 1. Pick language game suitable to class members and relevant to purpose of
class session; relate game design to specific helping contexts
• 2. Introduce the game and the rules to the class. If necessary, provide a brief
demonstration of how the game works.
• 3. Play the game - create teams, begin play, facilitate / host, manage noise, use
classroom space appropriately, balance competition and fun, note students'
learning problems related to game play
• 4. Give out prizes and debrief game with class regarding theory knowledge
and theorizing process decisions, lessons, new understandings
• 5. Revise game or prepare new games to help students master learning
challenges that became apparent
12. Tailoring Games to PIE, Setting,
Inquiry & Action Plans
Feeling – Psychodynamic Theory / Crisis Services, Mental Health Clinics
Uncover intrapsychic conflicts & attachment problems / Plan to deepen insights
and improve attachments
Sensing - Evolutionary Biology /Adoption Agencies, Hospitals, Senior Centers,
Reproductive Services
Diagnose symptoms and overall health / Plan for disease remedies or health
promotion
Thinking – Cognitive Science/ Schools, Centers for Developmental Challenges
Appraise thinking and cognitive development / Plan to challenge distorted
thinking and enhance cognitive abilities
14. Theory Bingo
• Students mingle and attempt to find
someone in the class who has done the
activity in a bingo skeet box. The student
asks the other student to initial the bottom
of the box. (No more than three initials
from any one person. The first three persons
to complete a row or column win prizes.)
15. Theory Charades
• Each student player selects a theory name
from a list of explanatory or practice theory
and following the rules of charades, acts out
the name for his or her team. The
performance it timed and the team with the
shortest time wins the round.
17. Theory Telephone
• Teams are created. The first team leaves the
room. One student reads a theoretical quote
and attempts to pass it on to the next student
as accurately as possible and so on. Each
team’s final version is compared to the
original version; the team with the closed
final “telephone message” wins.
19. Theory What's My Line
(20 Questions)
• One student volunteers to be the mystery
guest and familiarizes self with the case
scenario. The rest of class asks closed
ended questions in order to pinpoint the
problem and the relevant explanatory
theory. When a student receives a “yes”
answer, he or she continues. A “no” answer
ends the turn.
20. What Would the Theorist Ask
One student volunteers to be the mystery guest (a famous
theorist related to an applied /practice theory) and
familiarizes self with the case scenario. The rest of class
asks open-ended questions in order to learn about the
details of the problem and the relevant explanatory theory.
Each student gets one turn and can guess at the end of the
turn. The teacher might either show a photo of a theorist to
guide the question formulation or show photos of a variety
of theorists and encourage students to determine which
theorist is most relevant.
22. Theory American Idol
• Students watch and judge two or more
presentations (student team presentations,
You Tube clips by applied theory experts)
on a particular theoretical approach used in
practice to guide intervention, summarize
each in their own words, and judge which
presentation would best guide their own
intervention planning and implementation.
23. Theory: What Would the
Theorist Do
• One student volunteers to be the mystery guest (a famous
theorist related to an applied /practice theory) and
familiarizes self with the case scenario. The rest of class
asks open-ended questions in order to learn about the
theorist's ideas for resolving the problem and several
interventions associations with the theorist. Each student
gets one turn and can guess at the end of the turn. The
teacher might either show a photo of a theorist to guide the
question formulation or show photos of a variety of
theorists and encourage students to determine which
theorist is most relevant.
25. Theory Match Game
• Class is divided into two teams. Each team is presented a
simple image (or question; the set of questions represents
concepts from multiple theories - one theory's concepts at
a time or concepts from different theories mixed together);
team members write down their answers. If 2/3 of team
writes correct answer, team earns 10 points. If all team
members write correct answer, team earns 20 points. The
first team to earn 100 points wins.
26. Theory Harvest
• List 20 theoretical concepts on an image of
a large paper tree - 4 from each of 5
theories. Create images of 5 buckets - each
with the name of one of the theories on it.
Students compete against a time limit to
place the concepts correctly in the theory
buckets. Or a the team that first fills a
bucket wins points and play continues.
27. Theory Password
• Two teams compete. The theoretical term to be conveyed
(the "password") is given to one player on each team and
was shown to the rest of the class (also they get to hear it).
Game play alternated between the two teams with
theoretical terms selected from multiple theories. On each
team, the player who was given the password gives a one-
word clue from which their partner attempts to guess the
password. If the partner fails to guess the password within
the allotted five-second time limit, or if an illegal clue was
given (two or more words, a hyphenated word, or any part
or form of the password), play passed to the opposing
team. The game continues until one of the players guessed
the password correctly or until ten clues had been given.
•
28. Magic Letters: Fill in the Blank
with Theory Answer
• For tests, students are expected to fill in the
blank part of a sentence describing some
theoretical knowledge. Sentences are
related to varied relevant theories. Students
receive a magic letter, the first or last letter
of the correct answer as a clue.
29. Theory Balderdash
(Definitions/Shmefinitions)
• Each team has a guesser and a set of definition finders. A
theoretical concept is presented. The finders look up the
definition in the textbook, and he or she writes it down.
The guesser writes down his or her notion of the
definition. The team earns points if the definitions match.
Game continues with concepts presented from multiple
theories.
30. Which Theoretical Concept
Doesn't Belong
• For tests, construct an item with 4 concepts
from one theory and a fifth concept from a
different theory. The student must pick the
concept that doesn't belong to the first
theory.
31. Theory Language Games: Uses
• Review of theoretical frameworks
especially concepts before tests
• Energizers to refocus student attention and
increase class level of vitality
• Part of formal class agendas to teach
theories and their uses
• Other ________________________
33. Brief Biography:
James A. Forte
• Forte is professor at Salisbury University, author of four
books and 40 articles, and an enthusiastic workshop
presenter at international, national, regional, and local
conferences Forte has been teaching human behavior
classes for more than 15 years, and has recently completed
books focused on Skills for Theory Use and Using 14
Theories for Practice.
34. An Introduction to Using Theory inAn Introduction to Using Theory in
Social Work PracticeSocial Work Practice
• Routledge 2014 – 264 pagesRoutledge 2014 – 264 pages
PaperbackPaperback:: $51.95$51.95978-0-415-72671-9978-0-415-72671-9
• James A. Forte is Professor of Social Work at Salisbury
University, Maryland, USA. (jamesforte@mac.com;
http://jamesaforte.com)
• http://www.routledge.com/books/details/9780415726719/
35. An Introduction to Using Theory in Social Work Practice equips the reader to use fourteen key
social work theories to guide each phase of the planned change process, from engagement
through to evaluation. Suitable for a generalist approach, this book illustrates the value of
applying theory to practice in a variety of social work roles, across diverse fields and facing
assorted challenges.
The first section provides a practical foundation for beginning to use theory in your social work
practice.
Section two looks at how you can translate and integrate fourteen theories commonly found in
social work across each phase of the planned change process. The theories discussed are:
behavioural, interpretive anthropology, psychodynamic, evolutionary biology, cognitive,
symbolic interactionism, strengths, social constructionism exchange economics, role,
ecological, critical, feminist, and systems theory.
The final section addresses some key issues for real life social work practice, including
common barriers to using theory in practice, the potential for multi-professional
communication and theory-sharing, and developing an integrative theoretical model for your
own personal practice.
Linking to core competencies identified by the Council of Social Work Education, this text
supports social work students and practitioners in developing vital skills, including critical
thinking, applying theory and the effective use of the planned change process.
36. Skills for Using Theory inSkills for Using Theory in Social Work
32 Lessons for Evidence-Informed Practice
PaperbackPaperback:: $51.95$51.95978-0-415-72684-9978-0-415-72684-9
James A. Forte is Professor of Social
Work at Salisbury University, Maryland,
USA. (jamesforte@mac.com;
http://jamesaforte.com)
http://www.routledge.com/books/details/97http://www.routledge.com/books/details/97
80415726849/80415726849/
37. Using theory, research evidence and experiential knowledge is a critical component of
good social work. This unique text is designed to help social work students and
practitioners to integrate theorizing into practice, demonstrating how to search for, select
and translate academic knowledge for practical use in helping people improve their lives
and environments. Presenting 32 core skills, Skills for Using Theory in Social Work
provides a conceptual foundation, a vocabulary, and a set of skills to aid competent social
work theorizing. Each chapter outlines the knowledge and action components of the skill
and its relationship to core practice behaviours, along with learning and reflection
activities. The lessons are divided into four parts:
• Section one discusses foundational material, including self-identification as a
theorist-practitioner, the deliberate use of the term theory, and a social work approach to
the selection of knowledge.
• Section two focuses on the adept use of theorizing skills. It covers identifying
assumptions, using concepts, formulating propositions, organizing theory elements
inductively or deductively, summarizing and displaying the elements of a theory, gathering
and organizing assessment information and communicating with clients and colleagues
about tentative theories.
• Section three includes lessons preparing social workers for the construction of
useful middle-range theories including causal theories and interpretive theories and for
testing and sharing these practical theories.
• Section four presents skills to develop critical thinking about theoretical knowledge.
These include avoiding the misuse of theory, judging a theory using scientific standards,
judging a theory by professional standards, critiquing theory in its cultural and historical
context and making judgments about the likely long-term impact of a theory.
38.
39. Table of Contents
PART I: THEORIES AND TOOLS FOR TRANSLATION.
1. An Introduction to Theory and Practical Theorizing.
2. Tools for Translating and Practical Theorizing: Models and Metaphors.
3. Tools for Practical Theorizing: Theoretical Maps and Ecosystem Maps.
PART II: MODELS, METAPHORS, AND MAPS APPLIED.
4. Applied Ecological Theory.
5. Applied Social Systems Theory.
6. Applied Biology.
7. Applied Cognitive Science.
8. Applied Psychodynamic Theory.
9. Applied Behaviorism.
10. Applied Symbolic Interactionism.
11. Applied Social Role Theory.
12. Applied Economic Theory.
13. Applied Critical Theory.
PART III: THEORETICAL INTEGRATION.
14. Afterword: Multi Theory Practice and Routes to Integration.
Features
Students can compare and contrast each theory through three key tools: models, metaphors and maps.
Exemplary models for each theory include a brief biography of important theorists, highlighting psychologists,
sociologists, and social workers associated with that theory.
Metaphors central to each theory creatively bring the content to life and mak e the applications of ideas and concepts
specific to social work and social workers.
"Eco-maps" presented for each theory help students to visualize the components that are part of the theoretical model and
how they are interrelated.
Detailed questions an d learning activi ties encourage students to check comprehension, think critically, and apply thei r
knowledge.
The Companion Site provides theory-specific references, lists of effectiveness and theory-specific case studies, theory-
related websites, terms, outlines, and PowerPoint presentations. A test bank is also available to instructors.