A FREE lesson your learners will always remember! A New DVD Film, Death March from Bataan to Manchuria: Raising a Survivor's Voice Discrepant Event Notes #2. "The games' afoot!" Notes to (Discrepant Event) Super Sleuth Make teaching easier! New DVD Film, Discrepant Event Lesson Easter Island: Ghosts of Rapa Nui Teach with an Amazon Download Movie: Ancient Mysteries Executive Producer: FilmRoos Strapya Inc. WOW! Unique! Back to Free Resources and Lessons 2 Notes to the Super Sleuth Teacher about Discrepant Events and Active Learning Inquiry is an interactive, "hands on" experience. Inquiry allows teachers and students to focus on a specific topic. The student, once interested in the study topic, often craves knowledge about the connecting topics. Many students see a clearer picture of how the study topic links to connecting topics, with active, discrepant event learning. Discrepant event inquiry requires teacher direction, but students are the real active ingredient. PLAY: A VYGOTSKIAN APPROACH Davidson Films, Inc. 3 min 50 sec - May 10, 2006 www.davidsonfilms.com This film, which features internationally recognized early childhood researchers, Deborah Leong, Ph.D., and Elena Bodrova, Ph.D., offers ... all both theoretical and practical perspectives on dramatic play. Using enchanting sequences of four-year olds playing house, doctor’s office, rescue squadron, and trick-or-treating, the importance of make-believe play is presented. This video carefully reviews the traditional ways of studying play: the emphasis of Sigmund Freud and Erik Erikson on its emotional content, Jean Piaget’s view of its importance in symbolic representation, and the social psychological approach of looking at how play contributes to socialization. Lev Vygotsky’s unique contribution of seeing play as an arena in which a child can begin to master his/her own behavior is carefully detailed. The film culminates with practical suggestions for fostering high-level play in early childhood settings. (1996) 26 minutes. (This is a 4-minute sample clip). 'Play: A Vygotskian Approach' is part of an extensive series of educational productions created by Davidson Films focused on early childhood development and education. Please visit www.Davidsonfilms.com for further information. Lessons by Professor William C. Bruce Written by Jean K. Bruce Teachers have permission from the authors and the publishers to use material from the online version of the lessons in the Bruces’ discrepant event books, for the teachers’ classroom use only. Mindtronics! and Inquiry Alive! William C. Bruce Associate Dean and Professor College of Education and Psychology Phone: (903) 566-7048 e-mail: wbruce@uttyler.edu http://www.hometreemedia.org Fax: (903) 566-7036 "The game's afoot!" Your classroom address could quickly change to: 221b Baker Street How? Discrepant events. Why? The call of the Unknown. Problem solving Active Learning Discrepant events Decision making Inquiry teaching and learning How do your students solve problems? Do you as a teacher look at how your student defines a problem? Do you focus more on your student’s answer to a problem? Problem-solving Abilities How much do you take into account, when you think about your student's problem-solving abilities, his or her attitudes, opinions, and the methods used in your student’s decision making? Do you spend more than five hours, daily, considering your students’ response to classroom lessons, homework, and issues that arise from lessons? Problems-solving Application After you devote time taking stock of your students’ problem-solving skills, would your students benefit if you and your students could apply fresh ways to join problems solving with standard lesson topics? 1. Have you noticed if your students spot the point of a lesson quickly? 2. How does your student process a given task? 3. Are your students shy about bringing their views and beliefs to a problem-solving situation? 4. Have you noticed that your students use resources to problem solve in a self-directed manner? 5. What level of frustration will your students tolerate and continue trying to resolve demanding assignments? At school, during your last lesson, did your students show a high level of the following features: responsive reactions observance absorption pedantic skills recall language capabilities interpretation dexterity transfer proficiency theoretical thinking discernment problem solving evaluation and judgment Grief, Fear, other emotions, and Problem-solving Medical personnel help their patients to work through their grief, fear, and other emotions, by teaching their patients problem-solving strategies in a supportive environment. Teachers help their students work through Life by teaching, and by using lessons that require supportive problem solving. Most students eat up discrepant event lessons. They often forget that they're learning. Resourcefulness, amen! Problem-solving resourcefulness supports students by presenting them with ways to direct their lives. Problem-solving helps students meet every new challenge. Students turn problem situations that arise daily into solutions by using their knack for problem-solving. Do your Students Understand the Importance of Problem Solving? You’ll agree that students often relate well to other animals. Visit the website below. To find out, in perhaps a new way, if your students can find parallel reasons to use problem solving, share the website’s information about a wily adult coyote with your students. Animal Planet News Central Park's Wily Coyote New York Captures Central Park Coyote March 23, 2006 — A wily adult coyote that caused consternation among joggers in New York's Central Park was finally captured Wednesday after a massive police dragnet involving helicopters. Cool Fact: This intelligent animal has amazing problem-solving abilities when hunting prey; for instance, it will ambush a ground squirrel by waiting at one of the burrow's exits as a badger digs its way in at the entrance. http://animal.discovery.com/news/afp/20060320/coyote.html Active Learning Assessment Have you noticed that many relevant learning outcomes are sticky to measure, when the study is about active learning problem solving? Supporters and non-supporters of active learning often explain the assessments with opposite views. Since the objectives in active learning methods aim at higher level learning outcomes, assessment proves easier to skew, especially when the size of study groups are varied and labeled erratically. Mission Impossible? The problem-solving techniques that work for you in your morning classes, might not work with another set of students, in the afternoon, or even the same set of students, in the afternoon. When you teach different students, at different times of day, with different circumstances that inevitably change, you know that it is almost impossible to predict the outcome. Active Learning The active learning in a discrepant event stimulates students to see, hear, feel, and reach for something more. The material might not seem directly relative to them personally, yet it is probably desirable, at least on the point that the learning process calls them to interact. Ordinary or Pedantic? Think about the things that grab your attention. When you go through your mail, it is the tempting invitations that you open first. How do you feel when a colleague gives you a head start to a chance to work on an interesting project, especially if the project might land you certain advantages? What type of marriage proposals captivate your attention? Albeit you pay little attention to marriage proposals you see in the media, if the proposals sound ordinary or pedantic. Action and Engagement Just like you, students prefer to feel interested. As you know, almost any lesson seems more interesting if you relate to it in some way. If the lesson seems somehow unusual, it is more interesting. If you, as a student, share the lesson, and, help solve the lesson’s questions, it appeals to you more. If the lesson makes you wonder, amazes, or shocks you, you are more likely to commit to the lesson. Cooperative Learning Yes, you can easily read and enjoy a book by yourself. Nevertheless, mentally list other things you do alone and enjoy. Mentally list the things you had rather do with other people. Most peoples’ “prefer to do with others” lists are much longer. Master Teachers Know A structured form of group work, where students follow joint goals while being evaluated separately, is a definition of cooperative learning. A master teacher knows that when you encourage your students to concentrate on joint actions, in common, instead of conflicting actions, you gain most of your students’ attention and promote learning. Master teachers know that cooperative learning works best when the process includes: a fostering of student social actions, potentially active and reactive; student individual answerability; mutual interdependence where each student recognizes the truth of each student’s belief and knits them together, yet is mutually dependent on the groups’ views; applicable exercise of interpersonal skills that show respect for others (while enabling the reduction of conflict and increasing student participation or aid in acquiring information or finalizing tasks); a chance for greater depth, scope, and range of information employment. Too Liberal and Non- traditional? Has discrepant event inquiry or active learning brought debate to you and your fellow teachers? How many teachers do you know that view the methods of discrepant event inquiry or active learning as too liberal and too non- traditional? Collaborative Learning and Group-based Instruction Is collaborative learning a parent to cooperative learning? Collaborative learning, in discrepant event inquiry, happens as students work together in small groups toward a common goal. Big Differences Do you know educators that see big differences in collaborative and cooperative learning? The accent on student interactions, instead of learning as a lone activity, remains one of the the main parts of collaborative learning in discrepant event inquiry. From Mindtronics! and Inquiry Alive! Inquiry Guidelines and Pointers for those wishing to try the inquiry method before reading Inquiry Alive! *Note: The following text is formatted differently, than the book Mindtronics! for our online visitors: Inquiry Guidelines and Pointers for discrepant event lessons: THE narrative THE narrative of a discrepant event inquiry works as a conceptual and concrete learning environment. The narrative setting motivates students to visualize a situation. Yet, the narrative leads the student to the instructional objective. Designated Objective What is your designated objective? If your objective searches for your students’ thinking skills, and the instructional knowledge is minor to the thinking process, then each discrepant event will lead your students to gain and retain critical thinking. The discrepant event's initial use, however, is often for students to gain content information about the discrepant event topic or connected topics. More Guidelines and Pointers for discrepant event lessons: Teacher The teacher explains the inquiry lesson rules. The teacher reads the discrepant event, gives handouts (of the discrepant event narrative), or a student reads the discrepant event to the class. The teacher asks his or her students, “What do you think are the key concepts of the discrepant event?” The students often reread the discrepant event, or they ask to have it reread. Students Students reproduce the discrepant event, mentally, or they write it in their notebooks, or inquiry diary. The students and the teacher discuss and arrive at the discrepant event problem statement. The following is an example of a problem statement from the discrepant event, Cholera: “Why did cholera cases in Bangladesh drop, rise, and drop again, then halt at the current level?” * The problem Statement is the Discrepancy in the Discrepant Event The teacher and the students The teacher and the students look for the answer to the discrepancy. The teacher says to his or her students, “What are the probable solutions and answers, to the discrepancy?” Students assess the discrepancy. Students challenge conjectures, justify, or reject theories and hypotheses in constructive ways. The teacher answers questions with yes or no responses. The students begin to think more about the actions concerning the discrepant event substance and subjects; they think more about the reasons and causes for certain actions pinpointing contributory deeds and behavior in the discrepant event proceedings. Student Research Do you want your students to learn more about research through practice? If you have time, allow research instead of feeding students the related information to the discrepant event. Students Research the Event (not just the Discrepancy) Students consider: experimental results; empirical data; past and present details about the discrepant event; the individuals involved; the places; times; or other similar incidents. What Students might Say During the Inquiry Students might say to themselves or ask aloud, “Should I suppose my theory sheds light on the characters' behavior, in the discrepant event story? Why did she, he, they act that way?” What Teachers Might Say The teacher answers the students’ theory and hypothesis questions with more than yes or no answers, such as, “That's a theory; lets explore your theory.” This is an apt time to write the theories on the chalkboard. Students Theories and Hypotheses You want your students to offer many different and similar theories and hypotheses. When to Reveal a Hint to Students The teacher reminds the students about the inquiry rules and might reveal a hint, now, about the discrepant event question (the discrepancy), if students doubtlessly need a little help. A Little Goes a Long Way Please give students only a little help. As the discrepant event should reveal only a few clues to help your students start up the first steps on the discovery road, the teacher, to see the best results, will want to restrain clues and hints. Encourage students to rethink the discrepant event question. Student Conferences The students conduct conferences with other students; they summarize information and theories. Students broaden their awareness by viewing reference materials. Remind students that this, scientific inquiry, is the way researchers and detectives work. True or False Whether the discrepant event is a true situation or fiction, students scrutinize the reasons for the events' actions and proceedings to verify their theories. Students usually factor in their own real-life circumstances first. What Emerges? Explanations, information, and broader ideas emerge conveying a theory, the students’ interpretation of the event, and the discrepant event factors. Students expand the issues, or areas under study, and dispense information learned from discussions and resources. Students Employ Decision-making by Paying Attention to: procedures; the data gathering approaches; the verification tactics; the interpretation of variables; the relevance of hypothetical questions; the discussions; explanations; and analysis strategies that expose the answers. New Questioning Strategies Students learn new questioning strategies. The inquiry process, the students use, brings application of skills, achieved, perhaps, partly through newly secured debate skills and a more complex consciousness. The learning experience cultivates a quality of socialization and self-knowledge that merits attention even from those who hold thinking skills in contempt. After School Teachers often hear that their students, motivated by inquiry and discrepant events, have learned higher degrees of information about the discrepant event characters, places, times, or other like occurrences, after school, as well. The students' critical thinking experience moves them beyond the classroom. Analysis, Theory, and Practice The narrative and content for each discrepant event reflects course structure for elementary, secondary, undergraduate, and graduate students. Each discrepant event inquiry provides opportunities for student analysis, theory, and practice. Prime Topic Each discrepant event inquiry should methodically unify research in the basic subject matters. Discrepant events often, also, unify contributory subjects; this allows the teacher many roads to related study topics other than the prime topic. For detailed inquiry information please read Inquiry Alive! Detective Skills Detective skills are used or should be used during every student's core subject. Let students know: every student could become a super-sleuth detective! Science and Social Studies Through Discrepant Event Inquiry Teaching and Learning General Expectations Teachers can Anticipate from their Students as Students Solve the Discrepant Event: Reads or listens to the discrepant event narrative; Pinpoints and recognizes the topic or “main” question that students, using scientific measures, will settle or solve; Makes plans to advance to a scientific probe of the discrepant event, focusing largely on the main question; Collects, sorts, break downs, and unravels information using suitable feedback exchange, investigative methods, and research vehicles. Students might direct interviews, review records, examine suspect activity, and apply inductive and deductive reasoning; Uses evidence from the teacher. Student also researches on their own, collects accounts, examines explanations, reviews reports, makes conjectures, and unifies criterion to infer and surmise; Students meet in small groups and gather more evidence, discuss evidence, evolve explanations, and pose theories and hypotheses. This practice promotes awareness, insight, and self-confidence that results in a higher likelihood for rational and sensible thinking; Students interpret the clues, the evidence, and the prognostications; then students analyze, together, using clues from the teacher only if necessary; Students actively follow scientific steps, explanations, analysis, and evaluation with maximum help from their team detectives. Basic Discrepant Event (Learning) Objectives Students will be able to: think critically and logically to raise questions; identify questions that can be answered through investigation; formulate and test hypotheses; develop predictions and descriptions based on investigations; Will your Students Apply the following Critical Thinking Skills, if needed, to their lessons? uses understandable and applicable materials and investigative tools; sums up, briefly, chief ideas of the subject matter; sees the connective factors’ ramifications and reasons; takes factual information and notices the links and clues; looks at material proof and ties the deductions together; inspects the reliable, and needed, solid information applicable to decision making; observes the different types of demonstrable proof and spots skewed data offered in numerous frameworks; examines conflicting versions of the same event ; pools crucial ideas together into a clear statement based on given, or researched information; profiles critical concepts taken from review of pertinent materials and other information; provides a written or verbal statement that includes an answer to the discrepancy in the event; discovers if the discrepancy needs further research information to test; predicts likely outcomes based on factual information; determines if the gathered and given information is limited; uses objectivity, tests the effectiveness of: gathered information, origin of material information, suitability, and the benchmarks; knows when a conclusion stands ready; states hypothesis for further study; identifies alternative courses of action and predicts likely consequences of each course of action; makes decisions based on the data obtained through student research and teacher-given information; takes action to implement the decision; selects an appropriate strategy to problem solve; self monitors his or her own thinking process; Deductive Reasoning In traditional Aristotelian logic, deductive reasoning is inference in which the conclusion is of no greater generality than the premises, as opposed to deductive and inductive reasoning, where the conclusion is of greater generality than the premises. When you apply deductive reasoning to factual information, it helps you to reconstruct historical events. Deductive Reasoning and Inductive Reasoning Other theories of logic define deductive reasoning as: inference in which the conclusion is just as certain as the premises, as opposed to inductive reasoning, where the conclusion can have less certainty than the premises. In both approaches, the conclusion of a deductive inference is necessitated by the premises: the premises can't be true while the conclusion is false. (In Aristotelian logic, the premises in inductive reasoning can also be related in this way to the conclusion.) Wikipedia The Sign "Detection is, or ought to be, an exact science, and should be treated in the same cold and unemotional manner." -- Sherlock Holmes, The Sign of Four REFERENCES Albanese, M. and S. Mitchell, “Problem-Based Learning: A Review of Literature on Its Outcomes and Implementation Issues,” Academic Medicine, Vol. 68, No. 1, January 1993. Bonwell, C.C., and J. A. Eison, “Active Learning: Creating Excitement in the Classroom,” ASHEERIC Higher Education Report No.1, George Washington University, Washington, DC , 1991. Bracey, G., “Tips for Readers of Research: Beware the ‘Classic Study’,” Phi Delta Kappan, Vol. 83, No. 8, April 2002, p. 642. Bransford, J., A. Brown, and R. Cocking, (Commission on Behavioral and Social Science and Education, National Research Council), “How People Learn: Body, Mind, Experience and School,” National Academy Press, Washington D.C., 2000. http://www.nap.edu/html/howpeople1/ Bruce, W.C. and, J. K. Bruce, Mindtronics! and Inquiry Alive!, CD-ROM books: 680 pages, Publisher: Home Tree Media, # ISBN: 0970480156, (March 2004). http://www.hometreemedia.org Edelson, Daniel C., “Learning-for-use: A framework for the design of technology-supported inquiry activities,” School of Education and Social Policy, Northwestern University, 2115 North Campus Drive, Evanston, Illinois 60208, 2001. El-Nemr, M., “A Meta-Analysis of the Outcomes of Teaching Biology as Inquiry,” (Doctoral Dissertation, University of Colorado, 1979), Dissertation Abstracts International, 40, 5812A. (University Microfilms International No 80-11274), 1980. Feden, P., and R. Vogel, Methods of Teaching: Applying Cognitive Science to Promote Student Learning, McGraw Hill Higher Education, 2003. Felder, R., Brent, R., and Stice, J., “National Effective Teaching Institute: Workshop Materials,” 2002 American Society for Engineering Education Annual Conference, Montreal, Quebec, Canada, 2002. Hake, R., “Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses,” American Journal of Physics, Vol. 66, No. 1, 1998, p. 64. Johnson, D., and R. Johnson, Cooperation and Competition, Theory and Research, Edina, MN: Interaction Book Company, 1989. _____“Cooperative Learning Returns to College: What Evidence is There That it Works?,” Change, Vol. 30, No. 4. July/Aug., 1998, p. 26–35. Lott, G., “The Effect of Inquiry Teaching and Advance Organizers upon Student Outcomes in Science Education,” Journal of Research in Science Teaching, Vol. 20, 1983, p. 437. MacGregor, J., Cooper, J., Smith, K., and Robinson, P. (Eds.) “Strategies for Energizing Large Classes: From Small Groups to Learning Communities,” New Directions for Teaching and Learning, Vol. 81, Jossey-Bass, 2000. Martensen, D., H. Eriksson, and M. Ingleman-Sundberg, “Medical Chemistry: Evaluation of Active and Problem-Oriented Teaching Methods,” Medical Education, Vol. 19, 1985, p. 34. Major, C., and B. Palmer, “Assessing the Effectiveness of Problem-Based Learning in Higher Education: Lessons from the Literature,” Academic Exchange Quarterly, Vol. 5, No. 1, 2001, p. 4. Millis, B., and P. Cottell, Jr., “Cooperative Learning for Higher Education Faculty,” American Council on Education, ORYX Press, 1998. Moore, C. J., and Huber,R. . Internet tools for facilitating inquiry. Contemporary Issues in Technology and Teacher Education, Volume 1, Issue 4, ISSN 1528-5804 [Online serial] , 1 (4), (2001) . http://www.citejournal.org/vol1/iss4/currentissues/science/article1.htm Norman, G., and H. Schmidt, “Effectiveness of Problem-Based Learning Curricula: Theory, Practice and Paper Darts,” Medical Education, Vol. 34, 2000, pp. 721–728. _____“The Psychological Basis of Problem-Based Learning: A Review of Evidence,” Academic Medicine, Vol. 67,1993, pp. 557–565. Smith, B., and J. MacGregor, “What is Collaborative Learning?,”in Goodsell, A., M. Mahler, V. Tinto, B.L.Smith, and J. MacGreger, (Eds), Collaborative Learning: A Sourcebook for Higher Education (pp. 9–22), University Park, PA: National Center on Post secondary Teaching, Learning and Assessment, 1992. Springer, L., M. Stanne, and S. Donovan, “Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering and Technology: A Meta-Analysis,” Review of Educational Research, Vol. 69, No. 1, 1999, pp. 21–52. Stahl, R., “The Essential Elements of Cooperative Learning in the Classroom,” ERIC Digest ED370881, 1994. http://www.ericfacility.net/ericdigests/ed370881.html Terenzini, P., Cabrera, A., Colbeck, C., Parente, J., and Bjorklund S., “Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains,” Journal of Engineering Education, Vol. 90, No. 1, 2001. Qin, Z., Johnson, D., and Johnson, R., “Cooperative Versus Competitive Efforts and Problem Solving,” Review of Educational Research, Vol. 65, No. 2, Summer 1995, p. 129. Lessons by Professor William C. Bruce Written by Jean K. Bruce Teachers have permission from the authors and the publishers to use material (and graphics) from the online version of the lessons in the Bruces’ discrepant event books, for the teachers’ classroom use only. Mindtronics! and Inquiry Alive! "The game's afoot!" Your classroom address could quickly change to: 221b Baker Street How? Discrepant events. Why? The call of the Unknown. And because, when teachers use discrepant events, they will often relate to something similar to the following letter: 6/20/06 Ken Ramirez Bethesda, Maryland “A TOUCH OF GREATNESS” I was one of Albert Cullum's students at Midland School in Rye, New York. My life was changed forever. I grew up a fearful and unhappy boy with very little to feel good about. I stuttered constantly, was awkward and introverted, and felt the future offered nothing. Al Cullum changed all that. He taught me that there was a world of greatness, creativity, and beauty just waiting to be experienced. Every thing Al touched was magical, be it history, math, poetry, or art. His classroom hummed with joy and excitement. Every subject was treated with contagious creativity. We solved math problems in King Tut's tomb, raced around the room solving geography problems, read great poetry to our peers, guessed the names of masterpieces of art and I'm not even scratching the surface. Al's lunch breaks were taken up with batting balls to us. Instead of commuting home 30 miles to New York, he stayed after school three days a week to referee the street hockey games he had organized. He accepted my parent's invitation for dinner one night and stayed to watch my little league baseball game. I went on to teach English nine years in the public schools, and I marvel at the man's dedication, creativity, and energy, not to mention his love. Al made me feel special long before Mr. Rogers came along. So much of what I am and what I value comes from that man who trekked to the suburbs every day for what must have been a small compensation. I logged on to the computer tonight because I have been thinking about Al recently, and I wanted to thank him for what he did for me. I was saddened to find out that he had passed away, but I was delighted to see that this wonderful movie had been made, and that many of my former classmates felt the same way about him that I did. We give a lot of lip service to teachers, but we pay them little and bestow a marginal status on them. I don't teach anymore, but my daughter is now the same age I was when I met Al, and I truly cherish these wonderful people who inspire and care about her just like Al did for us. I am very fortunate, and I know all of Al's former students are too. Rest well, Al, your life was well spent. 4/13/06 Barbara Boyer Bellevue, ID Independent Lens “A TOUCH OF GREATNESS” WEB CREDITS for “A Touch of Greatness”: ITVS Interactive, www.itvs.org, Senior producer Cathy R. Fischer, Associate producer Scott Murray, Writer Lisa Ko, Developer Wendy Bardsley, Designer Rainey Straus, Whirligirl Studio ERIK H. ERIKSON: A LIFE'S WORK Davidson films, Inc. 4 min 0 sec - Apr 22, 2006 www.davidsonfilms.com Using archival materials and newly shot footage, this film introduces students to the rich wisdom of Erik H. Erikson. Best known for his ... all » identification of the eight stages of the life cycle, Erikson spent a lifetime observing and studying the way in which the interplay of genetics, cultural influences and unique experiences produces individual human lives. This film combines biographical information about Erikson with his theoretical proposals to give students an understanding of the relationship between the life experience of a theorist and the work that is produced. The film is narrated by Erikson's colleague, Margaret Brenman-Gibson, Ph.D., and Ruthie Mickles, Ph.D. (1991, 38 minutes) (This is a 4-minute sample) This film is part of the acclaimed GIANTS series, which focuses on the great theorists in the realms of psychology and education. The series also profiles the work and thought of Mary Ainsworth, Albert Bandura, John Dewey, Maria Montessori, Jean Piaget, B.F. Skinner, and Lev Vygotsky. William C. Bruce Associate Dean and Professor College of Education and Psychology Phone: (903) 566-7048 e-mail: wbruce@uttyler.edu http://www.hometreemedia.org Fax: (903) 566-7036 Did you miss these Home Tree Media Links: Discrepant Event: The Samurai Crab Quick Discrepant Event: Guns, Germs, and Steel Discrepant Event: Life on Earth and Mars Discrepant Event: The Titanic Fishing Boats Discrepant Event about oil prices: Crude Pulse Discrepant Event about oil prices/Extra links: Crude Pulse Discrepant Event: Mad Cow Discrepant Event Extra Links: Mad Cow Discrepant Event: Immigration Discrepant Event: Immigration/Extra Links Website Links Relating to the U.S. Presidency: Review President Lincoln's Emancipation Proclamation: National Freedom Day, The Gettysburg Address, and Rosa Parks The US Constitution Check Out Our Teacher Books Table of Contents for Mindtronics! and Inquiry Alive! Teacher Links #1 Teacher Links #2 Links to Women in Science Technology Home Tree Media Site Map Email Us MARY AINSWORTH: ATTACHMENT AND THE GROWTH OF LOVE Davidson Films, Inc. 3 min 49 sec - Feb 18, 2006 www.davidsonfilms.com Attachment theory is increasingly cited as a framework for understanding the impact of emotional ties on individual lives throughout the ... all » course of life. This production presents the basic history of the field of attachment including segments on the work of Konrad Lorenz, John Bowlby and Harry Harlow. It also provides viewers with an extended portion of the most used assessment in the field of attachment: Ainsworth’s “Strange Situation,” a procedure that is used with very young children and their caregivers. Additionally, clips from Mary Main’s Adult Attachment Interview are also included, along with well illustrated discussions of the impact of early experience on later emotional life and how healthy interpersonal relationships develop throughout life. Robert Marvin, an early student of Ainsworth's and a researcher in the field, narrates. (2005) 35 minutes. (This is a 4-minute sample clip) This film is part of the "GIANTS" series, 8 important films that introduce the concepts, specialized vocabulary and lives of Albert Bandura, John Dewey, Erik Erikson, Maria Montessori, Jean Piaget, B.F. Skinner and Lev Vygotsky. Each film has an expert in the field as consultant and utilizes lively live action footage, archival materials and graphics to introduce viewers to the pioneering work of these theorists in understanding the human condition. VYGOTSKY'S DEVELOPMENTAL THEORY: AN INTRODUCTION Davidson Films, Inc. 4 min 1 sec - Apr 3, 2006 www.davidsonfilms.com The work of Lev Vygotsky is increasingly cited as we reconsider the theory and practice of constructivist education. This program ... all » introduces the life, vocabulary and concepts of Lev Vygotsky. The film illustrates four basic concepts integral to his work: 1) children construct knowledge; 2) learning can lead development; 3) development cannot be separated from its social context; and 4) language plays a central role in cognitive development. Dr. Elena Bodrova, Russian-trained, brings an easy familiarity to these concepts. Dr. Deborah Leong’s commentary and the lively classroom examples enable students, teachers in training, and classroom teachers to incorporate these concepts into their understanding of child development. (1994) 28 minutes. (This is a 4-minute clip from the film). This film is part of the acclaimed Davidson Films, Inc. GIANTS series, which also includes films on the work and lives of Mary Ainsworth, Albert Bandura, John Dewey, Erik Erikson, Maria Montessori, Jean Piaget and B.F. Skinner. Back to Free Resources and Lessons 2 Teach with an Amazon Download Movie: Ancient Mysteries Teach with an Amazon Download Movie: Nancy Drew Nancy Drew, Reporter (1939) Starring: Bonita Granville; John Litel Director: WILLIAM B. CLEMENS; JOHN LANGAN Run Time: 74 minutes