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Reclaiming personalized learning : a pedagogy for restoring equity and humanity in our classrooms

Reclaiming personalized learning : a pedagogy for restoring equity and humanity in our classrooms (2회 대출)

자료유형
단행본
개인저자
France, Paul Emerich. Tomlinson, Carol Ann.
서명 / 저자사항
Reclaiming personalized learning : a pedagogy for restoring equity and humanity in our classrooms / Paul Emerich France ; foreword by Carol Ann Tomlinson.
발행사항
Thousand Oaks, California :   Corwin,   c2020.  
형태사항
xiv, 327 p. : ill. ; 26 cm.
ISBN
9781544360669 (paperback)
요약
"The concept of personalized learning is inherently appealing to most K-12 education stakeholders including educators, parents, and children. In its purest sense, the goal of giving every child precisely what they need in order to learn is also congruent with the goal of educational equity. And yet, despite the ubiquitous use of the term, there is little in the way of a shared understanding of what it actually is. In the words of Eliot Soloway, a professor of Computer Science at the University of Michigan: Everybody's saying they're doing it--but we have to go one level deeper when we say 'personalized learning.' If schools and technology advocates don't set higher standards for what they mean, the movement "will not be sustainable. It will peter out." Some believe that it can be leveraged to promote equity"--
서지주기
Includes bibliographical references (p. 315-320) and index.
일반주제명
Individualized instruction. Educational equalization. Critical pedagogy.
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020 ▼a 9781544360669 (paperback)
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082 0 0 ▼a 371.39/4 ▼2 23
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090 ▼a 371.394 ▼b F815r
100 1 ▼a France, Paul Emerich.
245 1 0 ▼a Reclaiming personalized learning : ▼b a pedagogy for restoring equity and humanity in our classrooms / ▼c Paul Emerich France ; foreword by Carol Ann Tomlinson.
260 ▼a Thousand Oaks, California : ▼b Corwin, ▼c c2020.
300 ▼a xiv, 327 p. : ▼b ill. ; ▼c 26 cm.
504 ▼a Includes bibliographical references (p. 315-320) and index.
520 ▼a "The concept of personalized learning is inherently appealing to most K-12 education stakeholders including educators, parents, and children. In its purest sense, the goal of giving every child precisely what they need in order to learn is also congruent with the goal of educational equity. And yet, despite the ubiquitous use of the term, there is little in the way of a shared understanding of what it actually is. In the words of Eliot Soloway, a professor of Computer Science at the University of Michigan: Everybody's saying they're doing it--but we have to go one level deeper when we say 'personalized learning.' If schools and technology advocates don't set higher standards for what they mean, the movement "will not be sustainable. It will peter out." Some believe that it can be leveraged to promote equity"-- ▼c Provided by publisher.
650 0 ▼a Individualized instruction.
650 0 ▼a Educational equalization.
650 0 ▼a Critical pedagogy.
700 1 ▼a Tomlinson, Carol Ann.
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 371.394 F815r 등록번호 111824715 도서상태 대출가능 반납예정일 예약 서비스 B M

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목차

Foreword by Carol Ann Tomlinson
Acknowledgments
About the Author
Introduction: The Paradox of Personalized Learning
SECTION ONE: FOUNDATIONS
CHAPTER 1. Personalization Myths
Myth 1: Personalizing Learning Means That Curriculum Must Be Individualized
Myth 2: Personalized Learning Must Be Interest-Based
Myth 3: Personalized Learning Is Only the Teacher''s Responsibility
Myth 4: Digital Technology Is Necessary to Personalize Learning
Myth 5: Digitally Driven Personalization Paves a Path to Equity
Responding to Industrialization
CHAPTER 2. The First Dimension: Shaping the Collective Conscious
Shaping the Collective Conscious
Connecting With Children
Maintaining the Spirit of the Workshop Model
Building on the First Dimension
CHAPTER 3. The Second Dimension: Leveraging Small-Group Interactions
The Dangers of Homogeneity
The Limits of Heterogeneity
The Hallmarks of a Strong Second Dimension
The Foundation of Individualization
CHAPTER 4. The Third Dimension: Nurturing a Child''s Internal Dialogue
Authentic Engagement and Intrinsic Motivation
The Power of Asking Why
Intrinsic Motivation in the Third Dimension
A Framework for Mediated Action
Nurturing the Inner Dialogue
The Intersectionality of Personalization
SECTION TWO: PEDAGOGY
CHAPTER 5. Cultivating Awareness
Defining Awareness
Self-Awareness
Six Guideposts for Cultivating Awareness in Children
Expanding Awareness
CHAPTER 6. Developing Agency and Autonomy
Balancing Autonomy and Authority
Ten Tips for Teaching Agency and Autonomy
Understanding the Inner World of a Child
CHAPTER 7. Designing Curriculum With a Flexible Frame
The Danger of Teaching Without Standards
The Flexible Frame
Supporting Humanized Personalization With Standards
Using the Flexible Frame to Personalize in Three Dimensions
CHAPTER 8. Humanizing Assessment
Cultures of Shame and Fear
The Origin of Fear and Shame
Campbell''s Law
Triangulating Humanized Assessment
Building the Frame to Weather the Storm
CHAPTER 9. Humanizing Instruction to Personalize Learning
Emergent Systems
The Foundation of Responsive Instruction
Hallmarks of Responsive Instruction
Engendering a Growth Mindset in Educators
SECTION THREE: EQUITY
CHAPTER 10. A Sense of Belonging
A Forum for Changing the World
The Threat to Belonging
A Culture of Scarcity and Fear
Equity Versus Equality
Technology Is Not the Solution
Inclusive Classroom Practices That Humanize Learning
A Work in Progress
CHAPTER 11. Humanizing Technology Integration
The Purpose of Technology
Where EdTech Falls Short
Reforming Education in the Image of Technology Elites
Four Principles for Humanizing Technology Integration
The Intersection of Education Technology and Social Justice
CHAPTER 12. Justice
What Is Justice?
Intersectionality and Identity
What Is Fair Is Not Always Equal
Personalization Is a Problem of Privilege
Tips for Socially Just Teaching and Learning
Restoring Equity and Reconnecting With Humanity
An Age of Empathy
References
Index

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