Download Teaching for Intellectual and Emotional Learning (TIEL): A by Christy Folsom PDF

By Christy Folsom

Instructing for highbrow and Emotional studying (TIEL): A version for growing strong Curriculum can help academics and instructor educators meet their ambitions of mastery in simple talents and content material wisdom in addition to highbrow and social emotional improvement. Sharing the reports of genuine academics who replaced their educating and helped their scholars comprehend their studying and advance abilities of self-direction and collaboration, Folsom introduces a robust visible version that is helping academics advance standards-based curriculum that incorporates social-emotional studying.

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Extra info for Teaching for Intellectual and Emotional Learning (TIEL): A Model for Creating Powerful Curriculum

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It can be semantic, as in the What Is TIEL? 37 word “tree” or symbolic, as in a graphic representation of a tree. Classes involve grouping similar objects into categories. Relations involve making connections between two or more objects. For example, a large circle is to a small circle as a large square is to a small square. Systems refer to a number of units and relationships integrated into a whole. Guilford refers to systems as the most complex structure that information takes since it involves multiple units and relationships.

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions” (1996). Standards for Gifted Education New standards have codified knowledge and practice in gifted education. While the teaching of thinking skills and social-emotional learning has had a long history in gifted education, quality of preparation and implementation has differed widely. In 2006, the National Association for Gifted Children (NAGC), in collaboration with the Council for Exceptional Children (CEC), established national standards through NCATE for programs preparing teachers of the gifted.

Or social problems” (Taba, 1962, p. 21) dominated American education in the nineteenth century. With the turn to the twentieth century, those who held the second viewpoint, that the learner must be considered and that “education has a constructive role to play in shaping the society” (Taba, 1962, p. 22), instituted a wide variety of progressive reforms. Dewey and others saw the importance of both intellectual and moral aspects of education, while yet others used the emerging field of mental measurement to sort students into educational programs that focused on either the intellectual or the social.

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