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"It is a pleasure to have a full length treatise on this most
important topic, and may this focus on transfer become much more
debated, taught, and valued in our schools." - John Hattie Teach
students to use their learning to unlock new situations. How do you
prepare your students for a future that you can't see? And how do
you do it without exhausting yourself? Teachers need a framework
that allows them to keep pace with our rapidly changing world
without having to overhaul everything they do. Learning That
Transfers empowers teachers and curriculum designers alike to
harness the critical concepts of traditional disciplines while
building students' capacity to navigate, interpret, and transfer
their learning to solve novel and complex modern problems. Using a
backwards design approach, this hands-on guide walks teachers
step-by-step through the process of identifying curricular goals,
establishing assessment targets, and planning curriculum and
instruction that facilitates the transfer of learning to new and
challenging situations. Key features include Thinking prompts to
spur reflection and inform curricular planning and design. Next-day
strategies that offer tips for practical, immediate action in the
classroom. Design steps that outline critical moments in creating
curriculum for learning that transfers. Links to case studies,
discipline-specific examples, and podcast interviews with
educators. A companion website that hosts templates, planning
guides, and flexible options for adapting current curriculum
documents. Using a framework that combines standards and the best
available research on how we learn, design curriculum and
instruction that prepares your students to meet the challenges of
an uncertain future, while addressing the unique needs of your
school community.
This book serves as a road map for Concept-Based teaching. Teachers
will discover how to help students uncover conceptual relationships
and transfer them to new situations. This includes strategies for
introducing conceptual learning to students, how to assess
conceptual understanding and how to differentiate concept-based
instruction. For deep learning and innovative thinking, this book
is the place to start.
Teaching overly-factual content to young students is misguided: it
is developmentally inappropriate, and ignores what we know about
how children naturally learn. We can and should view all children
as thinking beings, creating ideal environments for them to make
sense of the world while being very careful to protect their
inherent love of learning. This book teaches a concept-based
curriculum in a way that respects the developmental stages of
childhood with intellectual rigour. Infants rapidly develop their
understanding of concepts such as hot and cold, happy and sad, in
and out, and at three years old, they begin their characteristic,
persistent questioning: "Why? Why? Why?" By following this natural
tendency, the book's approach cultivates their conceptual
understanding in a gentle manner that honours their innate
curiosity.
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