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Preface | ||
Acknowledgments | ||
About the Author | ||
1 | Why Contextual Teaching and Learning (CTL)? | 1 |
CTL: Rooted in a New Worldview | 1 | |
A Response to the Limitations of Traditional Education | 5 | |
Rejecting Dualism: Unifying Thought and Action | 11 | |
CTL: A Brain-Compatible System | 13 | |
Conclusion: The Challenge of Context | 16 | |
2 | A Definition: Why CTL Works | 21 |
Psychology, Neuroscience, and a Definition of CTL | 21 | |
CTL Defined | 24 | |
The CTL System: Eight Components | 24 | |
The Significance for CTL of Three Scientific Principles | 26 | |
Conclusion: The Challenge of Interdependence, Differentiation, and Self-Organization for Educators | 36 | |
3 | Making Connections to Find Meaning | 43 |
CTL and TAG: One System for Everyone | 44 | |
It's the Connection That Counts | 47 | |
Ways to Connect Teaching and Learning, With Examples | 49 | |
Conclusion: Making Connections - A Natural Human Activity | 75 | |
4 | Self-Regulated Learning and Collaboration | 81 |
The Importance of Process | 82 | |
Self-Regulated Learning: A Definition | 82 | |
The Knowledge and Skills Essential to Self-Regulated Learning | 84 | |
The Self-Regulated Learning Process | 92 | |
Self-Regulated Learning and the Teacher's Responsibility | 95 | |
Conclusion: The Transforming Power of Self-Regulated Learning | 96 | |
5 | Critical and Creative Thinking | 99 |
Introduction: The Need for Critical and Creative Thinking | 99 | |
Critical Thinking Defined | 102 | |
Eight Steps for Critical Thinkers | 104 | |
Critical Thinking Used to Solve Problems | 110 | |
Critical Thinking Used to Make Decisions | 111 | |
Critical Thinking Applied to Ethical Deliberation and Action | 112 | |
Mental Activities That Aid Creativity | 117 | |
Barriers to Creativity | 120 | |
Creative and Critical Thinking: Two Sides of One Coin | 122 | |
6 | No One Is Ordinary: Nurturing the Individual | 127 |
Introduction: The Versatile CTL Teacher | 127 | |
Teaching and the Learning Environment | 128 | |
The Influence of Relationships | 129 | |
Examples of Reaching Out | 138 | |
Nurturing Eight Kinds of Intelligence | 140 | |
Emotion, Learning, and Memory | 143 | |
Conclusion: To Make the Heart Sing | 145 | |
7 | Reaching High Standards and Using Authentic Assessment | 149 |
Introduction: Standards Worth Reaching | 149 | |
Creating Demanding Objectives | 152 | |
Objectives That Hold Meaning | 154 | |
Using External Standards | 156 | |
Service Learning and CTL Objectives | 161 | |
Standards and Standardized Tests | 163 | |
Four Kinds of Authentic Assessment | 166 | |
Examples of Projects | 169 | |
Evaluating a Performance Task | 171 | |
Conclusion: Authentic Assessment and High Standards | 172 | |
8 | CTL: A Pathway to Excellence for Everyone | 178 |
References | 181 | |
Index | 189 |
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