12 Recommended Resources to Support Reading Development Across Age Groups

The Literacy Bug March 29, 2020

Hello, from The Literacy Bug,

At this time, we’d like to take the opportunity to share some links to a few quality (mostly free) educational resources that we have come across in the last few years.

We appreciate that many of you may be home schooling children during the present COVID-19 outbreak, or you may be organising remote teaching/support for children. The following may serve as useful resources.

We’d also like to ask the community to share their own suggestions. If you have further recommended resources, please add a comment to the blog or send us an email at info@theliteracybug.com. We’d love to hear from you.

Please note: The following suggestions are not designed to replace the teaching ideas that dedicated teachers are sending home for parents. It’s important to work together to avoid a significant disruption to children’s education.

If you are looking for suggestions consistent with the “Big Six”, then look here …

Research clearly demonstrates that budding readers benefit from activities that develop the “Big Six” skills: oral language, phonological awareness, phonics, vocabulary, fluency and comprehension.

This is where the FLORIDA CENTRE FOR READING RESEARCH (FCRR) can help. Their comprehensive set of Student Centre Activities provides a wealth of teaching ideas across the Big Six skills for a wide range of ages (preschool to Grade 5). All materials are available freely to the public.

Preschool activities: https://fcrr.org/resources/resources_vpk.html
Kindie to Grade 5 activities: https://fcrr.org/resources/resources_sca.html

We do note that it can be a bit daunting to teach using just the activities above, which is why FCRR also includes further planning, teaching and monitoring resources:

Suggested Instructional Routines: http://www.fcrr.org/assessment/ET/routines/routines.html
Scaffolds for Planning Instruction and Tracking Progress: http://www.fcrr.org/assessment/ET/guides/guides.html

We all know how to read to our preschoolers … right? … here are a few extra ideas to support children’s early literacy skills

Developed by the Crane Centre for Early Childhood Research and Policy at Ohio State University, READ IT AGAIN-PREK! is a practitioner-friendly, scientifically based, and relevant curricular supplement designed to develop and strengthen young children’s early foundations in language and literacy.

All lessons are organized around adult-child readings of high-quality storybooks.

Each lesson idea is designed to systematically build children’s language and literacy abilities in four areas key pre-literacy areas:

Vocabulary
Narrative
Phonological awareness
Print knowledge

Please note that each lesson is centred around particular picture books. In many cases, you will not have access to these exact books, but you can explore the teaching ideas in the support material and apply these ideas to the book you have access to.

https://crane.osu.edu/our-work/read-it-again/

There are a lot of phonics apps out there, so we have a couple recommendations that may spark your interest

FEED THE MONSTER is a free, engaging Android game that helps children develop basic understanding of vowel sounds, consonant sounds and simple words. In other words, children:

Learn letter names;
Learn letter sounds;
Learn to sound out simple words; and
Practice reading in an interactive setting at varying levels of difficulty

What’s more important is that Feed the Monster is available in over 40 languages including English, Español, Français, Kiswahili, Hindi, and Farsi. The game was initially developed with support from the Norwegian Agency for Development Cooperation and USAID and was a winner in the EduApp4Syria contest. It is being further developed by Curious Learning, a global nonprofit focused on promoting literacy.

The various Feed the Monster games (including English) can be found on GooglePlay at https://play.google.com/store/apps/developer?id=Curious%20Learning

SOUNDS ENGLISH PHONICS is an innovative new learn-to-read app from the educational company Zaprendo.

It is important to note that the game is NOT a beginning phonics app. It is designed for students who have reached the 'early reading phase’ (a reading age of about 6.5 years) and is based on 92 written sounds that occur most frequently in early reading material. Many of these are vowel dipthongs as well as blended consonant sounds - such as 'bl'. This makes good sense for early readers (as opposed to emergent readers) as this extends students who have already mastered basic short vowels and CVC constructs.

The app recommends that learners focus on three sounds per day (with accompanying words). All learning is organised around the “Great Learning Tree”, which provides a visible indications of the learner’s progress.

What is most impressive is the adaptive learning feature, which monitors the words that children get right and wrong. The system uses this information to determine and modify the sequence of letter-sounds that learners encounter in the game.

Please explore and enjoy! And note, this is a paid app.

https://zaprendo.com/apps/

Are you looking for free reading materials for early readers in English but also in a range of other languages?

STORYWEAVER is a digital repository of multilingual stories for children from Pratham Books. Storyweaver is designed to provide children with richly illustrated, open-licensed children's stories in mother tongue languages (including English). The stories are levelled by reading difficulty, so you can find free texts at the right level for your emerging reader.

All the stories are available online and offline. They are downloadable as PDFs for easy printing, and there are also a number of readalong stories in the repository.

https://storyweaver.org.in

Another resource with a similar intent is the GLOBAL DIGITAL LIBRARY from the Global Book Alliance. Keep a look out for the following resource as it is sure to grow in the coming months.

https://www.digitallibrary.io

Are you looking for accessible, information texts for developing readers?

TEXTPROJECT’S “FYI FOR KIDS” resource provides a wealth of free, short, accessible texts with accompanying activities. These texts can be used to help developing readers focus increasing attention on how to extract key information as they read.

There are texts in a range of difficulties and in diverse subject areas, including science, social studies, arts, music, history and culture. The website also now includes an easy-to-use search tool to filter text by difficulty and topic.

http://textproject.org/teachers/students/fyi-for-kids/

Are you looking for even more reading materials to help expand learners’ understanding of the world around them?

NEWSELA is an innovative site with resources designed to build reading comprehension from a relevant, contemporary source of nonfiction: the daily news.

Newsela includes articles ranging from sport, the arts, to politics, and more. All articles are sourced from reputable new outlets like the Washington Post, Scientific American, the History Channel, and much, much more.

The key is this, though: Newsela creates multiple versions of each article for different skills and abilities. In other words, there will be version written at a Grade 3 level, a Grade 5 level, a Grade 7 level, and so on.

It makes it easy for an entire class to read the same content yet differentiated to suit differing levels of reading skills. In other words, academically challenging content can be presented within the zone of proximal development of the learner.

Please explore and enjoy. You’ll be pleased that you did.

https://newsela.com

Are you wishing to challenge learners with academic vocabulary and enagaging topics?

WORD GENERATION is a research-based program for late primary and middle school students which is designed to teach academic vocabulary in language arts, math, science and social studies classes. It is a program that builds academic vocabulary across subject areas by facilitating deep discussion about concepts and issues of concern to children and young people.

Each unit introduces approximately five or six high-utility academic “focus words” and is designed to offer a variety of texts, word-learning activities, writing tasks, and debate and/or discussion opportunities. Specifically, each unit helps:

expand general and content-oriented academic vocabulary;
build the reasoning and argumentation skills that are necessary for learning in all content areas; and
build reading comprehension and content-area literacy by providing students with motivating text, opportunities for discussion and debate, and weekly writing.

Please explore and enjoy:

Elementary School Years: https://www.serpinstitute.org/wordgen-elementary
Middle School Years: https://www.serpinstitute.org/wordgen-weekly

Do you need resources to help adolescent readers develop key fluency and deep comprehension skills?

Serp Institute’s STARI program (or Strategic Adolescent Reading Intervention) is a literature-focused intervention for students in grades 6-9 who read two or more years below grade level. STARI addresses gaps in fluency, decoding, reading stamina, and comprehension, aiming to move struggling students to higher levels of proficiency whilst providing cognitively challenging content that is aligned to the Common Core and other 21st century standards.

Each units includes a range of materials to support growing fluency, comprehension, critical thinking and academic development.

Check this one out: https://www.serpinstitute.org/stari

COMMONLIT is a nonprofit education technology organization dedicated to ensuring that all students develop strong reading, writing, communication, and problem-solving skills.

The system includes over 2,000 high-quality free reading passages for grades 3-12, complemented by questions, paired readings and activities to promote deep consideration of important social, environmental and historical issues.

This includes:

individual texts (organised by grade level and theme);
texts organised into units of study; and
novel (book) studies that guide students into deep, critical thinking.

Please note that CommonLit now includes a range of Spanish content, as well.

https://www.commonlit.org

Last but not least, the COMPREHENSION CIRCUIT TRAINING (CCT) resource from The Meadows Centre provides a range of scaffolds to support youth to read with an analytical and critical mind. The CCT resource is part of the broader PACT project (Promoting Adolescents’ Comprehension of Text)

PACT website: https://www.meadowscenter.org/projects/detail/promoting-adolescents-comprehension-of-text-pact
CCT Teacher Booklet: https://www.meadowscenter.org/files/projects/teacher_lvl1_PRESS.pdf
CCT Student Workbook: https://www.meadowscenter.org/files/projects/Student_workbook_final.pd

Please stay connected and reach out if you have further ideas and resources that you’d like to share

We are really pleased to share this list with you. It’s not a comprehensive list, but hopefully it has some useful ideas. To explore further, please visit our list of recommended links.

If you’d like to add any further recommendations, please let us know. We are keen to hear from you. Please add a comment to the blog or send us an email at info@theliteracybug.com.

Bye for now.

Teaching According to the Stages of Literacy Development

Eric Brace April 10, 2017

Today, we have added yet another new presentation to The Literacy Bug's YouTube channel. The presentation is entitled Teaching According to the Stages of Literacy Development, and it can be found below or at the following link: https://youtu.be/D7vUhqVXLWg.

Like its predecessors, Teaching According to the Stages of Literacy Development clocks in at just about one hour long. So grab your popcorn, sit back, watch/listen and enjoy. The presentation slides are available, so download them here.

This presentation explores the changing nature of literacy across the various stages of literacy development. In so doing, we discuss how instruction must change as learners consolidate core skills and prepare for new skills and expectations. Teaching routines for the various stages of literacy development are also discussed. Please explore and enjoy!.

To be exact, the presentation sets out to meet the following objectives:

to emphasise the developmental nature of literacy;
to emphasise how literacy instruction and learning changes across the lifespan, particularly as certain skills are consolidated and new skills and expectations arise;
to outline literacy as both a cognitive and social achievement that involves both the mastery of skills and the exploration of content; and
to outline the various texts and routines that are applicable to Chall’s Stages of Literacy Development.

(If you are new to The Literacy Bug, feel free to visit our popular page on the Stages of Literacy Development.)

Let us know what you think. It's another longer presentation. We hope to produce some shorter ones in the future.

Below is the audio from the presentation. Whilst it includes references to the visuals, the audio may well make sense on its own. If you would prefer to listen, feel free to play online or download for offline use. Also, it might help to download the slides, and you can follow along as you listen.

We hope the presentation is useful and thought-provoking. Please explore and enjoy!

How to plan and monitor effective teaching and learning - a video presentation

Eric Brace March 11, 2017

Today, we have added a new presentation to The Literacy Bug's YouTube channel. The presentation is entitled How to plan and monitor effective teaching and learning, and it can be found at the following link: https://youtu.be/cZrtB8dTZEg.

Like its predecessor, How to plan and monitor effective teaching and learning clocks in at just about one hour long. So grab your popcorn, sit back, watch/listen and enjoy. The presentation slides are available for download here.

Please note that the presentation does NOT explore what to teach or how to teach in detail. Instead, the presentation provides advice on general planning, monitoring and reflection principles. To be exact, the presentation sets out to meet the following objectives:

to encourage informed, intentional, evidence-based teaching, which takes into consideration the learners’ currents skills, knowledge and intentions;
to emphasise the importance of gradual, progressive, sequenced practice that allows learners to become proficient, confident and knowledgable;
to reinforce how instruction may need to include both “intensive” and “extensive” activities; and
to reinforce why it is important to reflect regularly on teaching and learning activities.

Let us know what you think. It's another longer presentation. We hope to produce some shorter ones in the future.

We hope the presentation is useful and thought-provoking. Please explore and enjoy!

The pupil must want to go on alone in taking language to the world

Eric Brace July 5, 2016

I can't seem to shake a preoccupation that continues to surface whenever I try and come to some synthesis of literacy. I am dogged by a persistent dichotomy. On the one hand, literacy is a skill to be mastered, which involves the methodological development of the formal characteristics of language and of the written code. On the other hand, literacy is a creative, communicative practice that calls upon the imagination, the intellect and social cognition, which is much less mechanical and much more about craft, application and growing expertise.

So ... whilst a learner may master the mechanical features of literacy through practice, revision and integration, the applied aspects of literacy require one to negotiate concepts of context, convention, intention, prior knowledge and (possible) meanings, which are not so formally defined.

This integration of form with intention reflects remarks from British philosopher Ray Monk (1999):

"The reason computers have no understanding of the sentences they process is not that they lack sufficient neuronal complexity, but that they are not, and cannot be, participants in the culture to which the sentences belong. A sentence does not acquire meaning through the correlation, one to one, of its words with objects in the world; it acquires meaning through the use that is made of it in the communal life of human beings."

The following "diagram" tries to broach the dichotomy once again. On the left hand side, there are the formal elements of language and literacy. On the right hand side, there are the functional areas to which language and literacy are put to use. And down the centre are quotes which move from a focus on mastery to a focus on application.

Consequently, language and literacy are much more than the mastery of a technique, even though mastery is a significant component of early literacy. The philosopher Rush Rhees (2006) grapples with this temptation to see language as a set of self-contained skills:

"The people who argued with Socrates and Plato may have thought language was just a collection of techniques, and that that was what understanding is: knowing the technique ... For them, the growth of understanding could only mean the growth of skill (efficiency, I suppose) or the multiplication of skills ... A skill would have the sort of unity that a calculus does ... Is understanding just competence?" (pg. 3)

By ending with a rhetorical question, Rhees is expressing some doubt in the idea that understanding is simply a measure of technical proficiency alone. Learning how to spell can be considered to be a technical skill. Knowing how to parse a sentence is also a technical exercise. Yet understanding and communicating are much more complex than technical prowess,

"If you understand anything in language, you must understand what the dialogue is, and you must see how understanding grows as the dialogue grows ... For language is discourse, is speaking. It is telling people things and trying to follow them. And that is what you try to understand ... You understand when it adds to your understanding of the discussion. Or of what the discussion is about." (Rhees, 2006, pg. 7)

At the same time that one is mastering elements of language and literacy, one must be granted opportunities to put these elements into practice, such as through interactive writing, scaffolded discussion, dialogic reading, poetry clubs, anchored instruction, literature circles, the language experience approach and more. In doing so, life is breathed into what would otherwise be cold and lifeless. Whilst it may be convenient to see literacy as a set of skills that are built progressively and mechanically, we must remind ourselves (as Stanley Cavell reminds us),

“The pupil must want to go on alone in taking language [and literacy] to the world, and that what is said must be worth [saying and writing], have a point (warning, informing, amusing, promising, questioning, chastising, counting, insisting, beseeching, specifying the location of pain, and so on) .. If it is part of teaching to undertake to validate these measures of interest, then it would be quite as if teaching must, as it were, undertake to show a reason for [communicating] at all.” (Cavell, 2005, pg 115)

Garver (1996) suggests that the shifting of attention between matters of form and matters of function is no simple act. They represent quite different paradigms.

“If Wittgenstein and Saussure agree in using ‘grammar’ descriptively, they disagree about ... other matters. One is that Wittgenstein’s grammar has to do with uses of language (discourse conditions and discourse continuation) rather than forms and their combinations (morphology and syntax) ...

"Considering uses rather than forms is a deep rather than a superficial departure from classical linguistic methodology ... Studying uses of language makes context prominent, whereas the study of forms lends itself naturally to analysis.” (Garver, 1996, pg 151)

Formal theories of meaning seek to explain how a language expresses a sense through an understanding of the language's logical structure. One must have access to the phonetic, syntactic and lexical knowledge to be able to decode sentences and to decipher the pictures expressed by them. This process is an analytical exchange. In a purely formal account of meaning, the individual would only be required to calculate the exact, unambiguous meaning of a proposition from available signs as long as the proposition was logically expressed and all terms were accounted for clearly and directly.

Meaning-in-context, on the other hand, is less static and more elusive. The meaning of an utterance requires an understanding of its context, a familiarity with the way the utterance is being exchanged, the intention of the utterance, and the position of the utterance within a 'language game' or 'conversation'. Such a theory of meaning must take into account that the subject is a creative, imaginative agent who extends (or projects) new language practices from prior encounters, and that such meaning is framed by the individual's social and discourse practices. Becoming literate also requires that one incorporates the role of “textuality” into one’s life, such as writing lists, emails, letters, notes, poems, etc. And it is bolstered when one experiences positive encounters of meaning making (and learning) with others (e.g. sharing a favourite book with someone you respect).

If I am able to allude to a final theorist here, this dynamic exchange of meaning-making is what Bakhtin (1981) refers to as the dialogic imagination. And it is the dialogic imagination that propels the text (or the logic of a text) forward. In other words, it is an explicit or implicit awareness of the underlying dialogue and associations - made up of questions, expectations, motifs, and conventions - that provide the rationale for the shape and significance of a text. Even as a text struggles to be unique, it exists within the frame of prior conversations and experiences. The more familiar one is with certain activities and conversations - or the text's semiotic domain/context - the deeper one will engage with and comprehend the text (Gee, 2003). If this is done in language that is accessible to the learner, then the possibilities for deep learning are extended even further. In this case, the lower order skills of word/sentence recognition are processed more deeply within the higher order skills of verbal reasoning, prior knowledge and extra-rationale interpretation.

What - then - is the point of this long-winded musing? In one sense, it is the continuation of a long-running discussion of the importance of balancing code-based and meaning-based practice. Those who are familiar with this site will see how this discussion features regularly. On another hand, I would like to return to the statement quoted in the title "the pupil must want to go on alone in taking language to the world." In other words, effective teaching builds skills AND provides rich, motivating opportunities to use these skills in committed acts of communication. This adds something even more elusive to the mix: as teachers, we must inspire learners to read, write, speak, listen, learn and express.

References

Bakhtin, M. (1981). The Dialogic Imagination. Austin: University of Texas Press.

Cavell, S. (2005). Philosophy the day after tomorrow. In Philosophy the day after tomorrow (pp. 111 – 131). Cambridge, MA: Belknap Press.

Garver, N. (1996). Philosophy as grammar. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 139 – 170). Cambridge: Cambridge University Press.

Gee, J. P. (2003). Opportunity to learn: a language-based perspective on assessment. In Assessment in Education: Principles, Policy and Practice, Vol 10, No. 1, pp 27 - 46

Monk, R. (1999, July 29). Wittgenstein’s Forgotten Lesson. Prospect Magazine. Retrieved from http://www.prospectmagazine.co.uk/magazine/ray-monk-wittgenstein/#.Uo_n_pHqvGY

Rhees, R. (2006). Wittgenstein and the possibility of discourse (2nd ed.). Oxford, UK: Blackwell Publishing.

Let the Teaching (folder) Begin ...

Eric Brace August 13, 2014

"Thinking too has a time for ploughing and a time for gathering the harvest." Ludwig Wittgenstein, from Culture & Value

It is with great pleasure that I announce the beginnings of the Teaching Folder of the Wittgenstein On Learning website. The Teaching Folder is and will be a special section on the site. Its pages will seek to apply Wittgensteinian principles to practical, balanced teaching techniques and examples.

For some visitors, this section might appear to stray away from direct commentary on the philosophy of Ludwig Wittgenstein. This is true. This section will be the one that is the most Wittgensteinian and the least Wittgenstein in nature.

In the Wittgensteinian spirit, it will provide teaching advice, strategies, assessment techniques and examples that meander between cognitive and socio-cultural explanations of learning. The advice will straddle structural and contextual considerations as well as individual and cultural perspectives. Over time, I hope the section will provide visitors with ideas that facilitate rich, meaningful teaching that is multifaceted, developmental and experiential.

A few housekeeping tasks have been completed to pave the way. The Topics Folder has been rebadged as the Background Folder, which now includes the Why Wittgenstein? and Initial Notes pages that previously could be found in the Home Folder. The Overview page has been retitled Key Themes and the Essays page has been moved into the Teaching Folder.

There is much work that still remains ahead. Visitors will notice how the Balanced Teaching, Planning & Assessment and Example & Case Studies pages are all currently under construction. Nevertheless, the bones of the skeleton are in place and a bit of flesh has already started to take shape. To receive updates, I encourage visitors to select the link below - "Subscribe to the Journal".

In the meantime, enjoy and explore!!

Talent is made manifest through practice

Eric Brace November 30, 2013

Genius is what makes us forget the master's talent. (Wittgenstein, Culture & Value)

The video in this journal entry is an ABC News piece that can be examined through a Wittgensteinian perspective. The topic is talent, and the article examines what contributes to the realisation of talent (or ability). In brief, the news item makes reference to the book The Talent Code by Daniel Coyle and emphasises that the important roles of hard work (practice), effective teaching, and access to the space and time for total concentration.

Isn't this common sense? How else would success be achieved? Surprisingly, this picture contradicts another prevalent world picture that is sustained in the American public and media; that is, there are those in the community who exhibit extraordinary talent which can launch these individuals into the heights of the culture through their innate ability alone. In the words of Coyle, "talent is the last magical thing. It's magic ... Tiger Woods is magic. Michael Jordan is magic. Mozart was magic."

Contributing factors such as context, culture, practice, relationships and circumstances are pushed to the periphery because they may threaten to unseat the prevailing mythology that some people are just amazingly talented. One would prefer to believe in genius, luck, and egalitarianism rather engage in deeper questions into the people, opportunities and culture that fosters skills and practices. The ideas presented in the video do not deny that innate ability plays a role in the realisation of talent; however, the ideas seek to correct a misleading view, which is one that wants to forget that other key factors play vital roles in the fostering and maintenance of talent.

Learning as Puzzle Solving

Eric Brace November 21, 2013

"A thinker is very much like a draughtsman whose aim it is to represent all the interrelations between things." (Wittgenstein, Culture & Value)

Learning is often completed collaboratively with others, and features a sense of mutual accomplishment as the learners embark on a journey of discovery, consolidation and confidence. The seven principles of "learning as puzzle solving" are taken from the following reference:

Geekie, P., Cambourne, B., & Fitzsimmons, P. (2004). Learning as puzzle solving. In Grainger, T (ed) The RoutledgeFalmer reader in language and literacy (pp 107 – 118). London: RoutledgeFalmer

Please continue to read to explore the seven principles and how they apply to effective teaching.

A Letter from An Anxious Teacher

The Literacy Bug November 18, 2013

17 November 2013

To whom it may concern,

I am a teacher. I stand in front of awaiting eyes, ears, mouths and minds. I don't always stand in front. Sometimes I sit side by side or sit gathered in circles. I have plans for my students. I have expectations. I would like to consolidate skills through practice. And I want to consolidate these practices by providing opportunities for my students to learn and to practice and to grow. I have a picture of what a successful learner looks like. I think I have this vision. I think it is a fair vision. I feel that every child can achieve. I am deeply curious about my students. Most importantly, I see education as transformative. I need to remind myself of this. I shouldn't need to, but I do.

I can point to those in the classroom who share my expectations. They know what success looks like and they have the means to work toward the goal. They are more or less motivated. I don't want to let them down. I want to support and challenge them.

I am still nervous, though. I have set up the environment. I have laid out my expectations. I have planned out my lessons, and I have planned regular opportunities to scaffold the learning for the apprentices that are before me. I feel that my teaching will be engaging. Not just fun ... The learning will be engaging and the discussions will be engaging. I tell myself this, but there is no guarantee. I need to be honest in my reflections and determined in the way I navigate this ship.

Despite being nervous, I am enthusiastic. I am passionate about what I teach, and I know the students can share this passion and find pathways to apply this learning. I care and believe that I can inspire (or, at least persuade) my students of the importance of what they are about to learn.

I am still nervous, though. Some will need more support than others. Some may even get lost at times. I think I can tap into their knowledge and interests. I think we will both be learning together. I will make myself available. And I am dedicated to monitoring their learning, reflecting on their growth and intervening when extra support is required. That’s my professional duty. And I really believe that through practice and opportunities, the students take this learning on.

I know there will be those who it will be difficult to reach. There will be some students who are not at school everyday. There will be others who face considerable learning challenging. And there will be others who may need some time to trust or to engage. I do not accept that I will not reach these students. I do accept that I will need to reach beyond the school walls to build partnerships and seek advice.

I will teach with kindness and urgency. I will demonstrate expertise and empathy. I will do my utmost to be of service to the students and the community.

Yours sincerely,

Anxious Teacher

Book Tip: Showing and Doing: Wittgenstein as a Pedagogical Philosopher

Eric Brace November 14, 2013

By Nicholas C. Burbles, Paul Smeyers, and Michael A. Peters.

Burbles, Smeyers and Peters have collected an excellent series of essays which are directly applicable to an educational perspective of Wittgenstein's philosophy. The premise of the book "Showing and Doing" reflects the ways in which individuals are brought into knowledge and practices, including technical as well as ethical domains. The book's chapters probe cognitive aspects of learning (e.g. imagination and concept-constructing) as well as social factors (e.g. communities of practice and apprenticeships).

How can learners represent their understanding?

Eric Brace November 12, 2013

Thank you Mia MacMeekin of http://anethicalisland.wordpress.com/ for this great image. Learners must be active. Readers must process what they read. How can we create environment that helps us foster understanding?