{"id":284,"date":"2019-07-14T17:16:29","date_gmt":"2019-07-14T17:16:29","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/?post_type=chapter&p=284"},"modified":"2019-08-09T14:18:10","modified_gmt":"2019-08-09T14:18:10","slug":"references-3","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/chapter\/references-3\/","title":{"raw":"References","rendered":"References"},"content":{"raw":"
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Alber, R. (2014). 6 scaffolding strategies to use with your students. Edutopia. Retrieved on 4\/29\/19 from\u00a0www.edutopia.org\/blog\/scaffolding-lessons-six-strategies-rebecca-alber<\/a><\/p>\r\n\r\n<\/div>\r\n

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Arend, B. & Davis, J. (n.d.). Seven ways of learning: A resource for more purposeful, effective, and enjoyable college teaching. Retrieved 3\/5\/19 from sevenwaysoflearning.com\/the-seven-ways\/learning-with-mental-models.<\/p>\r\n\r\n<\/div>\r\n

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Bartoli, J. S., \u201cAn ecological response to\u00a0Coles\u2019s\u00a0interactivity alternative,\u201d\u00a0Journal of Learning Disabilities, 1989, vol. 22(5), 292-297.<\/p>\r\n\r\n<\/div>\r\n

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Blatchford, P.,\u00a0Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom group work.\u00a0International Journal of Educational Research,\u00a039(1-2), 153-172.<\/p>\r\n\r\n<\/div>\r\n

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Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain.\u00a0New York: McKay, 20-24.<\/p>\r\n\r\n<\/div>\r\n

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Brookfield, S. D., &\u00a0Preskill, S. (2012).\u00a0Discussion as a way of teaching: Tools and techniques for democratic classrooms. John Wiley & Sons.<\/p>\r\n\r\n<\/div>\r\n

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Carnine, D., Silbert, J.,\u00a0Kameenui, E. J., & Tarver, S. G. (1997).\u00a0Direct instruction reading. Columbus, OH: Merrill.<\/p>\r\n\r\n<\/div>\r\n

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Elmore, T. (2019). Six Simple Ways to Better Engage Generation Z. Growing Leaders. Retrieved from\u00a0https:\/\/growingleaders.com\/blog\/six-simple-ways-engage-generation-z\/<\/a><\/p>\r\n\r\n<\/div>\r\n

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Finch, J. (2015). What is Generation Z and What Does it Want? Fast Company. Retrieved from\u00a0https:\/\/www.fastcompany.com\/3045317\/what-is-generation-z-and-what-does-it-want<\/a><\/p>\r\n\r\n<\/div>\r\n

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Heck, T. (2018). What is Bloom\u2019s taxonomy? A definition for teachers. Retrieved 3\/5\/19 from\u00a0www.teachthought.com\/learning\/what-is-blooms-taxonomy-a-definition-for-teachers<\/a>.<\/p>\r\n\r\n<\/div>\r\n

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Krathwohl, D. & Anderson, L. (2009).\u00a0A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.<\/p>\r\n\r\n<\/div>\r\n

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Mayer, R. E. (2004). Should there be a three-strike rule against pure discovery\u00a0learning?:\u00a0The case for guided methods of instruction. American Psychologist, 59(1), 14-19.<\/p>\r\n\r\n<\/div>\r\n

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New York State Education Department. (2018). New York State Social and Emotional Learning Benchmarks. Retrieved from:\u00a0\u00a0http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/p>\r\n\r\n<\/div>\r\n

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Paul, R., & Elder, L. (2007). Critical thinking: The art of Socratic questioning.\u00a0Journal of developmental education,\u00a031(1), 36.<\/p>\r\n\r\n<\/div>\r\n

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Sharples, M., Collins, T.,\u00a0Fei\u00dft, M.,\u00a0Gaved, M., Mulholland, P., Paxton, M., & Wright, M. (2011, June). A \u201claboratory of knowledge-making\u201d for personal inquiry learning. In\u00a0International Conference on Artificial Intelligence in\u00a0Education\u00a0(pp. 312-319). Springer, Berlin, Heidelberg.<\/p>\r\n\r\n<\/div>\r\n

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\u00dcltan\u0131r, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori.\u00a0International Journal of Instruction,\u00a05(2).<\/p>\r\n\r\n<\/div>\r\n

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Van\u00a0Joolingen, W. R. (2000, June). Designing for collaborative discovery learning. In\u00a0International Conference on Intelligent Tutoring Systems\u00a0(pp. 202-211). Springer, Berlin, Heidelberg.<\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\n<\/div>","rendered":"
\n

Alber, R. (2014). 6 scaffolding strategies to use with your students. Edutopia. Retrieved on 4\/29\/19 from\u00a0www.edutopia.org\/blog\/scaffolding-lessons-six-strategies-rebecca-alber<\/a><\/p>\n<\/div>\n

\n

Arend, B. & Davis, J. (n.d.). Seven ways of learning: A resource for more purposeful, effective, and enjoyable college teaching. Retrieved 3\/5\/19 from sevenwaysoflearning.com\/the-seven-ways\/learning-with-mental-models.<\/p>\n<\/div>\n

\n

Bartoli, J. S., \u201cAn ecological response to\u00a0Coles\u2019s\u00a0interactivity alternative,\u201d\u00a0Journal of Learning Disabilities, 1989, vol. 22(5), 292-297.<\/p>\n<\/div>\n

\n

Blatchford, P.,\u00a0Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom group work.\u00a0International Journal of Educational Research,\u00a039(1-2), 153-172.<\/p>\n<\/div>\n

\n

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain.\u00a0New York: McKay, 20-24.<\/p>\n<\/div>\n

\n

Brookfield, S. D., &\u00a0Preskill, S. (2012).\u00a0Discussion as a way of teaching: Tools and techniques for democratic classrooms. John Wiley & Sons.<\/p>\n<\/div>\n

\n

Carnine, D., Silbert, J.,\u00a0Kameenui, E. J., & Tarver, S. G. (1997).\u00a0Direct instruction reading. Columbus, OH: Merrill.<\/p>\n<\/div>\n

\n

Elmore, T. (2019). Six Simple Ways to Better Engage Generation Z. Growing Leaders. Retrieved from\u00a0https:\/\/growingleaders.com\/blog\/six-simple-ways-engage-generation-z\/<\/a><\/p>\n<\/div>\n

\n

Finch, J. (2015). What is Generation Z and What Does it Want? Fast Company. Retrieved from\u00a0https:\/\/www.fastcompany.com\/3045317\/what-is-generation-z-and-what-does-it-want<\/a><\/p>\n<\/div>\n

\n

Heck, T. (2018). What is Bloom\u2019s taxonomy? A definition for teachers. Retrieved 3\/5\/19 from\u00a0www.teachthought.com\/learning\/what-is-blooms-taxonomy-a-definition-for-teachers<\/a>.<\/p>\n<\/div>\n

\n

Krathwohl, D. & Anderson, L. (2009).\u00a0A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.<\/p>\n<\/div>\n

\n

Mayer, R. E. (2004). Should there be a three-strike rule against pure discovery\u00a0learning?:\u00a0The case for guided methods of instruction. American Psychologist, 59(1), 14-19.<\/p>\n<\/div>\n

\n

New York State Education Department. (2018). New York State Social and Emotional Learning Benchmarks. Retrieved from:\u00a0\u00a0http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/p>\n<\/div>\n

\n

Paul, R., & Elder, L. (2007). Critical thinking: The art of Socratic questioning.\u00a0Journal of developmental education,\u00a031(1), 36.<\/p>\n<\/div>\n

\n

Sharples, M., Collins, T.,\u00a0Fei\u00dft, M.,\u00a0Gaved, M., Mulholland, P., Paxton, M., & Wright, M. (2011, June). A \u201claboratory of knowledge-making\u201d for personal inquiry learning. In\u00a0International Conference on Artificial Intelligence in\u00a0Education\u00a0(pp. 312-319). Springer, Berlin, Heidelberg.<\/p>\n<\/div>\n

\n

\u00dcltan\u0131r, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori.\u00a0International Journal of Instruction,\u00a05(2).<\/p>\n<\/div>\n

\n

Van\u00a0Joolingen, W. R. (2000, June). Designing for collaborative discovery learning. In\u00a0International Conference on Intelligent Tutoring Systems\u00a0(pp. 202-211). Springer, Berlin, Heidelberg.<\/p>\n<\/div>\n

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