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Transforming schools : using project-based deeper learning, performance assessment, and common core standards
\"It's not what students know, but what they do with what they know that is importantSchools are changing in response to this reality, and in Transforming Schools Through Project-Based Deeper Learning, Common Core Standards, and Performance Assessment, Bob Lenz, Justin Wells, and Sally Kingston draw on the example of the Envision Education schools, as well as other leading schools around the country, to show how the concept of deeper learning can meet the need for students who are both college and career ready and engaged in their own education.In this book, the authors explain how project-based learning can blend with Common Core-aligned performance assessment for deeper learning. You'll discover how many schools have successfully made the transition from traditional, teacher-centered learning to project-based, deeper learning and find many practical ideas for implementation. Companion DVD and website include videos showing how to implement deeper learning strategies in the classroom Evidence-based descriptions show why deeper learning is right for students Performance assessment experts explain how to align assessments with Common Core by shifting the emphasis from knowing to doing Extensive game plan section provides step-by-step guidance for change Schools are complex organizations, and transformation involves all of the stakeholders, from students to superintendents. But as this book shows, there are amazing benefits to be realized when everyone commits to diving deeper into learning\"-- Provided by publisher.
Book
Coda: An Expanding Research Agenda for the Use of Instructional Materials
The rationale behind this special issue is to underscore the importance of studying instructional materials in context—that is, how materials and textbooks are used by teachers and learners. Research on teaching materials needs to reach beyond traditional 'armchair' analyses and evaluations to appreciate the place of instructional materials in the wider social and educational context, and to do so in a methodologically and analytically principled manner. I begin by comparing and contrasting the concept of 'materials use,' which underpins the contributions to this issue, with my own concept of 'materials consumption.' The bulk of the coda identifies and explores various themes emerging from this special issue, including student-generated materials, teacher and learner resistance to materials, practitioner takeaways, and the importance of content and production focused research. I compare and contrast the articles with high quality research on materials elsewhere, highlighting potentially fruitful avenues of enquiry for the next generation of studies in this rapidly growing field.
Journal Article
The skillful teacher : on technique, trust, and responsiveness in the classroom
\"Energize your classrooms with these key techniques for college teaching. Students say the best teachers get them excited about learning, stretch their thinking, and keep them actively involved in class. But with increasingly diverse classrooms and constantly changing technology, each semester throws up new challenges for engaging students. Discover how to keep your teaching, and your students, energized with The Skillful Teacher, a practical guide to effective techniques, approaches, and methods for today's college classrooms.\"-- Provided by publisher.
Book
The effect of the use of artificial intelligence in the preparation of patient education materials by nursing students on the understandability, actionability and quality of the material: A randomized controlled trial
This study was conducted to examine the effect of nursing students' use of artificial intelligence (AI) tools while preparing patient education materials on the understandability, actionability and quality of the material in terms of content.
AI can significantly improve nursing students' learning experiences, helping them to be better prepared for the challenges of a rapidly changing healthcare environment. By ensuring that materials are prepared in accordance with students' individual learning styles, preferences and needs, AI can both improve the effectiveness of educational materials and contribute to better learning outcomes.
This study was conducted as a randomized controlled experimental study.
The study completed with 180 nursing students (control group = 89; intervention group = 91). The students in the control group used auxiliary tools such as books, journals and websites while preparing patient education materials. The students in the intervention group used AI tools in addition to tools such as books, journals and websites. Patient Education Materials Assessment Tool (PEMAT) and Global Quality Scale were used to evaluate the educational materials.
There are significant differences in students' PEMAT scores between the intervention and control groups in terms of both understandability, actionability and quality (p<0.001).
Nursing students' use of AI tools in preparing patient education materials has increased the understandability, actionability and quality of educational materials. The results show that the integration of AI into educational material preparation processes plays an important role in improving the effectiveness of educational contents.
●Nursing students' use of AI tools increased the understandability of educational materials.●Nursing students' use of AI tools increased the actionability of educational materials.●Nursing students' use of AI tools increased the quality of educational materials.
Journal Article
Folklore rules : a fun, quick, and useful introduction to the field of academic folklore studies
\"Folklore Rules is a brief introduction to the foundational concepts in folklore studies for beginning students. Designed to give essential background on the current study of folklore and some of the basic concepts and questions used when analyzing folklore, this short, coherent, and approachable handbook is divided into five chapters: What Is Folklore?; What Do Folklorists Do?; Things to Know about Folklore; Things to Know about Folk Groups; and, finally, What Do I Do Now? Through these chapters students are guided toward a working understanding of the field, learn basic terms and techniques, and learn to perceive the knowledge base and discourse frame for materials used in folklore courses. Folklore Rules will appeal to instructors and students for a variety of courses including introductory folklore and comparative studies as well as literature, anthropology, and composition classes that include a folklore component\"-- Provided by publisher.
Book
Materials development for language learning and teaching
This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of controversial issues in the field, next, on electronic delivery of materials and, third, on research in materials development. It identifies gaps in the literature and makes proposals for future progress in materials development and in the research within the field. Much of the literature focuses on materials for learning English but the same principles apply to materials for learning any L2, as has been acknowledged by some of the authors whose publications focus on materials for learning other languages.
Journal Article
Towards understanding EFL Research: Developing a well-designed teaching material
This study investigates how English as Foreign Language (EFL) research can be better understood by developing well-designed teaching materials that support students’ research literacy. Grounded in the need to enhance novice EFL researchers’ capacity to conceptualize, plan, and conduct research, this study explores the essential components of effective instructional materials and how these materials can scaffold students’ engagement with EFL research processes. Data were generated through focus group discussions (FGDs) conducted across three universities, involving a total of 15 participants comprising lecturers teaching research methodology in ELT. The FGDs examined participants’ experiences, challenges, and expectations regarding current research-related teaching materials. Thematic analysis revealed that students often struggle with identifying research problems, understanding methodological choices, and connecting theories to research practices, largely due to fragmented or overly theoretical materials. Participants emphasized the importance of structured, practice-oriented, and contextually relevant teaching materials that guide learners step-by-step through research tasks. Based on these insights, this study proposes a framework for designing pedagogically robust EFL research materials that integrate clear explanations, worked examples, reflective tasks, and opportunities for guided practice. The findings contribute to improving research pedagogy in EFL contexts and highlight the value of collaboratively informed material development to enhance students’ research competence.
Journal Article
Building academic language : meeting common core standards across disciplines, grades 5-12
\"The introductory pages of the Common Core State Standards call for the following distributions of text: 50% literary/50% information (4th grade); 45% literary/55% information (8th grade); 30% literary/70% information (12th grade). This is a major shift in encouraging teachers to get students understanding and using more academic language as they progress through middle and high school. Many students today, whether they are native English speakers or recent immigrants, need help in understanding and using the language of academic learning. An essential resource for teaching all students, this book explains what every teacher needs to know about language for supporting reading, writing, and academic learning. Based on theory, research and practice, it includes activities, exercises, and practical strategies for building vocabulary, grammar, and language learning approaches routinely into math, science, history, and language arts lessons.This second edition includes new strategies to address specific standards and answers key questions about reading across content areas, including:--What is academic language and how does it differ by content area?--How can language-building activities support content understanding?--How can students be assisted in using language more effectively?--How can academic language usage be modeled routinely in the classroom?--How can lesson planning and assessment support academic language development? \"-- Provided by publisher.
Book
Land as Interlocutor: A Study of Ojibwe Learner Language in Interaction on and With Naturally Occurring 'Materials'
Ecological approaches to language learning and materials use represent educational settings as complex and dynamic systems by applying relational perspectives from the natural world in the classroom. For young bilingual Ojibwe learners, the natural world (i.e., local, rural, and reservation land) is a significant language learning resource unto itself. In the underrepresented context of Indigenous language reclamation in the Upper Midwest of the United States, local land is central to ways of knowing and being, thus it is also central to learning. This study examines the 'intra-actions' among land-based materials, an Ojibwe Elder, and immersion school youth on local forestland. Focusing on the interrelated nature of human and nonhuman elements, we rely on Indigenous perspectives of relationality and sociomateriality to expand and clarify the roles of land in Indigenous language learning for reclamation. This study highlights Ojibwe practices of relational consensual engagement with the environment and has implications for materials use research, as it underscores the significance of the natural world as emergent language learning and teaching materials.
Journal Article