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050 0 4 _aLB1027.J66.C668 2002
050 0 4 _aLB1027
100 1 _aJohnson, Elaine B,
_e1
245 1 0 _aContextual teaching and learning :
_bwhat it is and why it's here to stay /
_cElaine B. Johnson.
_hPR
260 _aThousand Oaks, California :
_bCorwin Press,
_c(c)2002.
300 _axi, 196 pages ;
_c24 cm.
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
504 _a1 (pages 181-188) and index.
505 0 0 _aWhy contextual teaching and learning (CTL)? --
_tA definition: why ConnecticutL works --
_tMaking connections to find meaning --
_tSelf-regulated learning and collaboration --
_tCritical and creative thinking --
_tNo one is ordinary: nurturing the individual --
_tReaching high standards and using authentic assessment --
_tConnecticutL: a pathway to excellence for everyone.
520 0 _aContextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives. Johnson discusses the elements of the brain-compatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment. Drawing on the practices of teachers in kindergarten through university, Johnson provides numerous examples of how to use each part of the ConnecticutL system.
530 _a2
650 0 _aTeaching
_zUnited States.
650 0 _aLearning, Psychology of.
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902 _a1
_bCynthia Snell
_c1
_dCynthia Snell