By Gever Tulley
Filenote: epub made from retail mobi
ISBN note: No ISBN. ASIN B004K1F3K2
If you're over 30, you possibly walked to varsity, performed at the monkeybars, realized to high-dive on the public pool. If you're more youthful, it's not likely you probably did any of these items. Has the realm develop into that rather more harmful? Statistically, in no way. yet our society has created pervasive fears round letting children be self reliant and take dangers -- and the results for our youngsters are severe. Gever Tulley takes on those media-inflated fears -- which he calls "dangerism" -- with excellent records and insights into the character of worry and risk.
About the author:
Gever Tulley is the co-founder of the Tinkering institution, a weeklong camp the place fortunate children get to play with their own strength instruments
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Additional resources for Beware Dangerism!
Acommon example of this is a child’s spelling error corrected by the teacherbut still repeated by the child in subsequent rewritings. ’ Examples and discussion of KWFL grids will be found in Chapter 7. 11 Concept map: reading beyond the lines Using ‘concrete manipulatives’ ‘Concrete manipulatives’ is an American term used to cover a range of ‘hands on‘experiences such as going on trips, using models, handling artefacts, as well as using a range of materials other than books such as videos, computer programmes, or audio tapes.
Because of such problems with existing models of the learning with text process, we felt we needed to reconceptualise this process. The EXIT model represents the state of our thinking at this point. THE EXIT MODEL In presenting the model we are immediately faced with the difficulty of representing a complex and essentially recursive set of processes in the twodimensional space defined by print on paper. Although in what follows the model will be represented as a series of numerical stages, it is important to realise that this is for convenience only.
Deriving concept maps from initial brainstorms can also give teachers the chance to introduce more technical vocabulary. For example, the concept grouping ‘where they live’ which was suggested by the children as they worked on their tiger brainstorm was written down as ‘habitat’ by the teacher and she explained the meaning of this word as she wrote it. Not only was the group’s vocabulary enhanced but they were also given access to the more technical vocabulary they were likely to find in the index, headings and text of information books about tigers.