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• 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.
• (source: Nielsen Book Data)

Where exactly did personalized learning go so wrong? For teacher and consultant Paul France, at first technology-powered personalized learning seemed like a panacea. But after three years spent at a personalized learning start-up and network of microschools, he soon realized that such corporate-driven individualized learning initiatives do more harm than good, especially among our most vulnerable students. The far-superior alternative? A human-centered pedagogy that prioritizes children over technology. First, let's be clear: Reclaiming Personalized Learning is not yet-another ed tech book. Instead it's a user's guide to restoring equity and humanity to our classrooms and schools through personalization. One part polemical, eleven parts practical, the book describes how to: Shape whole-class instruction, leverage small-group interactions, and nurture a student's inner-dialogue Cultivate awareness within and among students, and build autonomy and authority Design curriculum with a flexible frame and where exactly the standards fit Humanize assessment and instruction, including the place of responsive teaching Create a sense of belonging, humanize technology integration, and effect socially just teaching and learning-all central issues in equity The truth is this: there's no one framework, there's no one tool that makes learning personalized-what personalized learning companies with a vested interest in profits might tempt you to believe. It's people who personalize learning, and people not technology must be at the center of education. The time is now for all of us teachers to reclaim personalized learning, and this all-important book is our very best resource for getting started. "This is a compelling and critically important book for our time. With rich stories of teaching and learning Paul France considers ways to create the most positive learning experiences possible." - JO BOALER, Nomellini & Olivier Professor of Education, Stanford Graduate School of Education "This brilliant book is a major contribution to the re-imagination of learning and teaching for the twenty-first century and should be essential reading for new and experienced teachers alike." - TONY WAGNER, Senior Research Fellow, Learning Policy Institute "In these troubled times, this book is more than a breath of fresh air, it is a call to action. Paul gives us an accessible and sophisticated book that explains how and why we should celebrate the humanity of every single student." - JIM KNIGHT, Senior Partner of the Instructional Coaching Group (ICG) and Author of The Impact Cycle.
(source: Nielsen Book Data)

• ""POUR L'APPRENTISSAGE D'UNE PENSÃ?E CRITIQUE AU PRIMAIRE""; ""Avant-propos""; ""Remerciements""; ""Table des matiÃ?res""; ""Introduction""; ""Chapitre 1_Pensée critique et fondements théoriques de lâ€?approche de Philosophie pour enfants""; ""Chapitre 2_Guider les élÃ?ves dans lâ€?apprentissage dâ€?une compétence à questionner""; ""Chapitre 3_Divers types de questions pour guider les élÃ?ves vers un dialogue plus philosophique""; ""Chapitre 4_Avantage de stimuler une pensée logique""

• ""Chapitre 5_Fondements dâ€?une communauté de recherche et stimulation dâ€?une pensée responsable et métacognitive""""Chapitre 6_Communauté de recherche et stimulation dâ€?une pensée créative""; ""Chapitre 7_Quand la communauté de recherche est intégrée""; ""Chapitre 8_Outil pour évaluer le processus dâ€?apprentissage dâ€?une pensée critique chez les élÃ?ves""; ""Conclusion""; ""Références""

• t.1-10. [Leçons]--[t.11-13] Débats, t.1-3.

• 1. Une enquête nationale dans l'enseignement primaire, présentée par G. Heuyer [et al.]--2. La détermination des aptitudes. L'influence des facteurs constitutionnels, familiaux et sociaux. Analyses par R. Gille [et al.]

• E-Laboratories from Theory to Practice.- The Lab@Future Project.- Virtual Laboratories in Education.- E-Learning Evaluation and Usability.- Clustering Students to Help Evaluate Learning.- Issues on School E-Laboratories in Science Teaching.- Computer-Automated Testing: An Evaluation of Student Performance.- A Model For Designing and Evaluating Teacher Training Programs in Technology Education.- New Generation Technologies at School.- The Project "Lab of Tomorrow".- Colab: A Platform Design for Collaborative Learning in Virtual Laboratories.- Web-Based Computer Visual Simulator.- Computer Supported Ubiquitous Learning Environment for Vocabulary Learning Using RFID Tags.- E-Laboratories Experiments.- User Adaptation in E-Learning Environments.- Mirto: A New Approach for Call Systems.- Using Learning Theories for Education on the Web.- A Look at the Learning Process in Remote Laboratory.- Fast Abstracts.- Ambient Learning.- The Eudoxos Project.- Using Multimedia in E-Learning, a New Role for Teachers?.- A Connectionist Approach for Adaptive Lesson.
• (source: Nielsen Book Data)

Technology Enhanced Learning is an essential reference for both academic and professional researchers in the field of institutional and home education. Technology Enhanced Learning (TeL) has provided tools and infrastructure to education and training disciplines for over a decade. The papers presented in this volume cover research issues including pedagogical and evaluation theories, integrated learning environments, e-learning experiments, trials and overall results from actual TeL deployment. This state-of-the-art volume contains a compilation of select papers presented during the Technology Enhanced Learning (TeL) workshop co-located with the World Computer Congress, August 2004, in Toulouse, France.
(source: Nielsen Book Data)

• E-Laboratories from Theory to Practice.- The Lab@Future Project.- Virtual Laboratories in Education.- E-Learning Evaluation and Usability.- Clustering Students to Help Evaluate Learning.- Issues on School E-Laboratories in Science Teaching.- Computer-Automated Testing: An Evaluation of Student Performance.- A Model For Designing and Evaluating Teacher Training Programs in Technology Education.- New Generation Technologies at School.- The Project "Lab of Tomorrow".- Colab: A Platform Design for Collaborative Learning in Virtual Laboratories.- Web-Based Computer Visual Simulator.- Computer Supported Ubiquitous Learning Environment for Vocabulary Learning Using RFID Tags.- E-Laboratories Experiments.- User Adaptation in E-Learning Environments.- Mirto: A New Approach for Call Systems.- Using Learning Theories for Education on the Web.- A Look at the Learning Process in Remote Laboratory.- Fast Abstracts.- Ambient Learning.- The Eudoxos Project.- Using Multimedia in E-Learning, a New Role for Teachers?.- A Connectionist Approach for Adaptive Lesson.
• (source: Nielsen Book Data)

Technology Enhanced Learning is an essential reference for both academic and professional researchers in the field of institutional and home education. Technology Enhanced Learning (TeL) has provided tools and infrastructure to education and training disciplines for over a decade. The papers presented in this volume cover research issues including pedagogical and evaluation theories, integrated learning environments, e-learning experiments, trials and overall results from actual TeL deployment. This state-of-the-art volume contains a compilation of select papers presented during the Technology Enhanced Learning (TeL) workshop co-located with the World Computer Congress, August 2004, in Toulouse, France.
(source: Nielsen Book Data)