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| activities for gestalt language learners: The Interoception Curriculum Barbara Murphy, 2019-01-14 This research-based curriculum features 25 lessons that use the latest information about interoception, the emotional highway between our body and brain, to teach self-regulation skills in a developmental progression from start to finish. |
| activities for gestalt language learners: Windows to Our Children Violet Oaklander, Christiane Ellsbree, 2015-05 When originally published, this book filled a void in child therapy literature. Counselors and therapists, in schools, mental health centers and private practice, embraced this book. It is the largest selling book on the subject in the world. This brand-new 2nd edition includes over 300 pages of methods, materials, and techniques for working with children and adolescents. Also included are session transcripts, case examples and discussions. This edition includes a new introduction by Oaklander's long-time professional colleague and friend Christiane Elsbree and concludes with an in-depth interview with Oaklander by Elsbree. |
| activities for gestalt language learners: Visualizing and Verbalizing Nanci Bell, 2007 Develops concept imagery: the ability to create mental representations and integrate them with language. This sensory-cognitive skill underlies language comprehension and higher order thinking for students of all ages. |
| activities for gestalt language learners: The Interoception Activity Cards Kelly Mahler, 2019-01-15 Designed to enhance the concepts covered in The Interoception Curriculum, these educational cards provide 170 additional interoception-building activities that can be done on the go! |
| activities for gestalt language learners: Mindstorms Seymour A Papert, 2020-10-06 In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible. |
| activities for gestalt language learners: Splat the Cat: I Scream for Ice Cream Rob Scotton, 2015-04-21 Join Splat and his class on a field trip to an ice-cream factory in this delectable I Can Read book from New York Times bestselling author-artist Rob Scotton. Splat can barely sit still during the bus ride. He's imagining the mountain of ice cream he thinks he'll get to eat! But when Splat gets there, that mountain becomes more of an avalanche. It's up to Splat and his classmates to save the day! Beginning readers will practice the –eam sound in this easy-to-read addition to the Splat series. Splat the Cat: I Scream for Ice Cream is a Level One I Can Read book, which means it's perfect for children learning to sound out words and sentences. Whether shared at home or in a classroom, the short sentences, familiar words, and simple concepts of Level One books support success for children eager to start reading on their own. |
| activities for gestalt language learners: Applied Language Learning , 1999 |
| activities for gestalt language learners: The SCERTS Model Barry M. Prizant, 2006 A two-volume assessment and intervention system, The SCERTS(TM) Model provides a framework for assessing and improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders and their |
| activities for gestalt language learners: The Verbal Behavior Approach Mary Lynch Barbera, 2007-05-15 The Verbal Behavior (VB) approach is a form of Applied Behavior Analysis (ABA), that is based on B.F. Skinner's analysis of verbal behavior and works particularly well with children with minimal or no speech abilities. In this book Dr. Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst and also as a parent of a child with autism to explain VB and how to use it. This step-by-step guide provides an abundance of information about how to help children develop better language and speaking skills, and also explains how to teach non-vocal children to use sign language. An entire chapter focuses on ways to reduce problem behavior, and there is also useful information on teaching toileting and other important self-help skills, that would benefit any child. This book will enable parents and professionals unfamiliar with the principles of ABA and VB to get started immediately using the Verbal Behavior approach to teach children with autism and related disorders. |
| activities for gestalt language learners: Well, That Escalated Quickly Franchesca Ramsey, 2018-05-22 A sharp and timely exploration of race, online activism, and real communication in the age of social media rants, trolls, and call-out wars, from veteran video blogger and star of MTV's Decoded Franchesca Ramsey. Franchesca Ramsey didn't set out to be an activist. Or a comedian. Or a commentator on identity, race, and culture, really. But then her YouTube video What White Girls Say . . . to Black Girls went viral. Twelve million views viral. Faced with an avalanche of media requests, fan letters, and hate mail, she had two choices: Jump in and make her voice heard or step back and let others frame the conversation. After a crash course in social justice and more than a few foot-in-mouth moments, she realized she had a unique talent and passion for breaking down injustice in America in ways that could make people listen and engage. In her first book, Ramsey uses her own experiences as an accidental activist to explore the many ways we communicate with each other--from the highs of bridging gaps and making connections to the many pitfalls that accompany talking about race, power, sexuality, and gender in an unpredictable public space...the internet. Well, that Escalated Quickly includes Ramsey's advice on dealing with internet trolls and low-key racists, confessions about being a former online hater herself, and her personal hits and misses in activist debates with everyone from bigoted Facebook friends and misguided relatives to mainstream celebrities and YouTube influencers. With sharp humor and her trademark candor, Ramsey shows readers we can have tough conversations that move the dialogue forward, rather than backward, if we just approach them in the right way. |
| activities for gestalt language learners: Genre in a Changing World Charles Bazerman, Adair Bonini, 2009-09-16 Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions, and educational settings. GENRE IN A CHANGING WORLD provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, and North and South America, were selected from the over 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies) held on the campus of UNISUL in Tubarão, Santa Catarina, Brazil in August 2007—the largest gathering on genre to that date. The chapters also represent a wide variety of approaches, including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work. |
| activities for gestalt language learners: More Than Words Fern Sussman, 2012 The More Than Words guidebook and companion DVD offer a comprehensive, step-by-step learning experience for parents of children with Autism Spectrum Disorder and other social communication difficulties. The illustrated 424-page guidebook outlines practical, research-based strategies that show parents how to turn everyday activities with their child into opportunities for interaction and communication. Each chapter of the guidebook has a corresponding section on the DVD where you'll see real-life examples of parents using the strategies with their children. Video examples include children ranging from 18 months to five years, making it easy for you to see your child on the DVD, and allowing you to quickly verify whether or not you're implementing the strategies correctly.--Publisher. |
| activities for gestalt language learners: Understanding Second Language Acquisition Lourdes Ortega, 2014-02-04 Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.routledge.com/ortega. |
| activities for gestalt language learners: Learning as a Generative Activity Logan Fiorella, Richard E. Mayer, 2015-02-05 During the past twenty-five years, researchers have made impressive advances in pinpointing effective learning strategies (namely, activities the learner engages in during learning that are intended to improve learning). In Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding, Logan Fiorella and Richard E. Mayer share eight evidence-based learning strategies that promote understanding: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. Each chapter describes and exemplifies a learning strategy, examines the underlying cognitive theory, evaluates strategy effectiveness by analyzing the latest research, pinpoints boundary conditions, and explores practical implications and future directions. Each learning strategy targets generative learning, in which learners actively make sense out of the material so they can apply their learning to new situations. This concise, accessible introduction to learning strategies will benefit students, researchers, and practitioners in educational psychology, as well as general readers interested in the important twenty-first-century skill of regulating one's own learning. |
| activities for gestalt language learners: The Dominance Factor Carla Hannaford, 2013 Explores an area that has long intrigued scientists and educators: the linkages between the side of the body we favor for seeing, hearing, touching, and moving and the way we think, learn, play, and relate to others. Your Dominance Profile is actually a key factor in shaping the way you think and act. Carla Hannaford shows why, and reveals how knowing your Profile will help you, and your children, to l earn in the way that suits you best, and perform at your highest level. The Dominance Factor clearly explains methods for discovering your Profile that are so simple, non-invasive and easy to learn that even a child can do them. This is a book that parents, teachers, and all of us who need to understand what makes ourselves and others tick, will use and enjoy. |
| activities for gestalt language learners: Upside-down Brilliance Linda Kreger Silverman, 2002 Do you know things without being able to explain how or why? Do you solve problems in unusual ways? Do you think in pictures rather than in words? If so, you are not alone. One-third of the population thinks in images. You may be one or you may live with one. If you teach, it is absolutely certain that some of your students. |
| activities for gestalt language learners: The Adult Learner Malcolm S. Knowles, Elwood F. Holton III, Richard A. Swanson, RICHARD SWANSON, Petra A. Robinson, 2020-12-20 How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without. |
| activities for gestalt language learners: Language Development Walter Loban, 1976 |
| activities for gestalt language learners: Perceptual Organization Michael Kubovy, James R. Pomerantz, 2017-03-31 Originally published in 1981, perceptual organization had been synonymous with Gestalt psychology, and Gestalt psychology had fallen into disrepute. In the heyday of Behaviorism, the few cognitive psychologists of the time pursued Gestalt phenomena. But in 1981, Cognitive Psychology was married to Information Processing. (Some would say that it was a marriage of convenience.) After the wedding, Cognitive Psychology had come to look like a theoretically wrinkled Behaviorism; very few of the mainstream topics of Cognitive Psychology made explicit contact with Gestalt phenomena. In the background, Cognition's first love – Gestalt – was pining to regain favor. The cognitive psychologists' desire for a phenomenological and intellectual interaction with Gestalt psychology did not manifest itself in their publications, but it did surface often enough at the Psychonomic Society meeting in 1976 for them to remark upon it in one of their conversations. This book, then, is the product of the editors’ curiosity about the status of ideas at the time, first proposed by Gestalt psychologists. For two days in November 1977, they held an exhilarating symposium that was attended by some 20 people, not all of whom are represented in this volume. At the end of our symposium it was agreed that they would try, in contributions to this volume, to convey the speculative and metatheoretical ground of their research in addition to the solid data and carefully wrought theories that are the figure of their research. |
| activities for gestalt language learners: Turn Autism Around Mary Lynch Barbera, Ph.D., 2022-03-29 Help remediate—and in some cases eliminate—autism and other developmental delays in young children, even in as little as 15 minutes a day with this toolkit of behavioral practices that can be taught at home. Developmental delays and signs of autism usually show up before 18 months of age, yet children are often not diagnosed until they are 4 or 5 years old. In Turn Autism Around, Dr. Mary Barbera explains why parents can't afford to worry and wait in long lines for evaluations and treatment while not knowing how to help their children. She empowers parents, caregivers, and early intervention professionals to regain hope and take back control with simple strategies to dramatically improve outcomes for their children. Dr. Barbera has created a new approach to teaching kids with developmental delays that uses the science of Applied Behavior Analysis (ABA) married with a positive, child-friendly methodology that any parent can use—whether or not their child has delays—to learn to teach communication skills, socialization strategies, as well as tackle sleep, eating, potty training, and behavior challenges in a positive, effective, and lasting way. Turn Autism Around is the first book of its kind that calls attention to an important fact: parents can make a tremendous impact on their child's development through behavioral practices taught at home, even in as little as 15 minutes a day. Her program shows these autism and developmental delays can be remediated, and in some cases, delays can be caught up altogether, if parents intervene while the child is young. This book is for parents of young children aged one-to-five years who are passionate about helping their child as well as learning how they can change the trajectory of their child's and family's life. |
| activities for gestalt language learners: Visual Strategies for Improving Communication Linda A. Hodgdon, 2011 |
| activities for gestalt language learners: Experiential Learning David A. Kolb, 2015 Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online. |
| activities for gestalt language learners: You Gotta Be Kidding! Randy Horn, 2006-01-01 Presents a collection of questions about preference--such as would you rather be know as a liar or a thief? and would you rather have four noses on your face or have a tongue as long as your body?--accompanied by relevant trivia. |
| activities for gestalt language learners: Endangered Minds Jane M. Healy, 2011-07-19 Is today's fast-paced media culture creating a toxic environment for our children's brains? In this landmark, bestselling assessment tracing the roots of America's escalating crisis in education, Jane M. Healy, Ph.D., examines how television, video games, and other components of popular culture compromise our children's ability to concentrate and to absorb and analyze information. Drawing on neuropsychological research and an analysis of current educational practices, Healy presents in clear, understandable language: -- How growing brains are physically shaped by experience -- Why television programs -- even supposedly educational shows like Sesame Street -- develop habits of mind that place children at a disadvantage in school -- Why increasing numbers of children are diagnosed with attention deficit disorder -- How parents and teachers can make a critical difference by making children good learners from the day they are born |
| activities for gestalt language learners: Language Development and Social Interaction in Blind Children Miguel Perez Pereira, Gina Conti-Ramsden, 2019-12-09 The Classic Edition of this foundational text includes a new preface from Miguel Pérez-Pereira, examining how the field has developed since first publication. The volume provides an in-depth account of blind children's developing communicative abilities, with particular emphasis on social cognition and language acquisition from infancy to early school age. It provides insights into why the development of blind children may differ from that of sighted children and explores development of theory of mind and perspective taking in language learning. It also discusses the caregiver–child interaction, research on early intervention and practical strategies for blind children that can assist parents and practitioners. The up-to-date preface discusses recent neurological research and the comparison between the psychological development of visually impaired and autistic children. Language Development and Social Interaction in Blind Children continues to facilitate dialogue between those interested in the study of typically developing children and those interested in the development of children who are blind, and challenges some widely held beliefs about the development of communication in blind children. |
| activities for gestalt language learners: It's Raining Cats and Dogs Michael Barton, 2012 Offers insight into an autistic person's mind through classic figures of speech that contain confusing or contradictory wording, drawings that show what he believes the expressions mean, and their actual meanings. |
| activities for gestalt language learners: The Leader in Me Stephen R. Covey, 2012-12-11 Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well. |
| activities for gestalt language learners: Literacy Assessment and Intervention for Classroom Teachers Beverly A. DeVries, 2023-04-25 The Sixth Edition of this comprehensive resource helps future and practicing teachers recognize and assess literacy problems, while providing practical, effective intervention strategies to help every student succeed. DeVries thoroughly explores all major components of literacy, offering an overview of pertinent research, suggested methods and tools for diagnosis and assessment, intervention strategies and activities, and technology applications to increase students' skills. Substantively updated to reflect the needs of teachers in increasingly diverse classrooms, the Sixth Edition addresses scaffolding for English language learners and the importance of using technology and online resources. It presents appropriate instructional strategies and tailored teaching ideas to help both teachers and their students. The valuable appendices feature assessment tools, instructions, and visuals for creating and implementing the book's more than 150 instructional strategies and activities, plus other resources. New to the Sixth Edition: Up to date and in line with national, state, and district literacy standards, this edition covers the latest shifts in teaching and the evolution of these standards New material on equity and inclusive literacy instruction, understanding the science of reading, using technology effectively, and reading and writing informational and narrative texts New intervention strategies and activities are featured in all chapters and highlight a stronger technology component Revamped companion website with additional tools, videos, resources, and examples of teachers using assessment strategies |
| activities for gestalt language learners: Educating the Student Body Committee on Physical Activity and Physical Education in the School Environment, Food and Nutrition Board, Institute of Medicine, 2013-11-13 Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents. |
| activities for gestalt language learners: Tools of the Mind Elena Bodrova, Deborah Leong, 2024-04-24 Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development. |
| activities for gestalt language learners: Oxford English Dictionary John A. Simpson, 2002-04-18 The Oxford English Dictionary is the internationally recognized authority on the evolution of the English language from 1150 to the present day. The Dictionary defines over 500,000 words, making it an unsurpassed guide to the meaning, pronunciation, and history of the English language. This new upgrade version of The Oxford English Dictionary Second Edition on CD-ROM offers unparalleled access to the world's most important reference work for the English language. The text of this version has been augmented with the inclusion of the Oxford English Dictionary Additions Series (Volumes 1-3), published in 1993 and 1997, the Bibliography to the Second Edition, and other ancillary material. System requirements: PC with minimum 200 MHz Pentium-class processor; 32 MB RAM (64 MB recommended); 16-speed CD-ROM drive (32-speed recommended); Windows 95, 98, Me, NT, 200, or XP (Local administrator rights are required to install and open the OED for the first time on a PC running Windows NT 4 and to install and run the OED on Windows 2000 and XP); 1.1 GB hard disk space to run the OED from the CD-ROM and 1.7 GB to install the CD-ROM to the hard disk: SVGA monitor: 800 x 600 pixels: 16-bit (64k, high color) setting recommended. Please note: for the upgrade, installation requires the use of the OED CD-ROM v2.0. |
| activities for gestalt language learners: The Units of Language Acquisition Ann M. Peters, 1983-09-30 |
| activities for gestalt language learners: Verbal Interaction in Small-group Activities Daniel Stotz, 1991 |
| activities for gestalt language learners: PDA by PDAers Sally Cat, 2018-05-21 To think of PDA as merely involving demand avoidance is to me akin to thinking of tigers as merely having stripes. This book is a unique window into adult Pathological Demand Avoidance (PDA), exploring the diversity of distinct PDA traits through the voices of over 70 people living with and affected by the condition. Sally Cat, an adult with PDA, has successfully captured the essence of a popular online support group in book form, making the valuable insights available to a wider audience, and creating a much-needed resource for individuals and professionals. Candid discussions cover issues ranging from overload and meltdowns, to work, relationships and parenting. This is a fascinating and sometimes very moving read. |
| activities for gestalt language learners: Amy Wu and the Patchwork Dragon Kat Zhang, 2020-12-15 In this sweet and brightly illustrated picture book, Amy Wu must craft a dragon unlike any other to share with her class at school in this unforgettable follow-up to Amy Wu and the Perfect Bao. Amy loves craft time at school. But when her teacher asks everyone to make their own dragon, Amy feels stuck. Her first dragon has a long, wingless body, stag-like horns, and eagle claws, but her friends don’t think it’s a real dragon. Then she makes dragons like theirs, but none of them feels quite right...None of them feels like hers. After school, a story from Grandma sparks new inspiration, and Amy rounds up her family to help her. Together, can they make Amy’s perfect dragon? |
| activities for gestalt language learners: Teach Me to Talk , 2011-05-01 |
| activities for gestalt language learners: Understanding Child Language Acquisition Caroline Rowland, 2013-10-23 Taking an accessible and cross-linguistic approach, Understanding Child Language Acquisition introduces readers to the most important research on child language acquisition over the last fifty years, as well as to some of the most influential theories in the field. Rather than just describing what children can do at different ages Rowland explains why these research findings are important and what they tell us about how children acquire language. Key features include: Cross-linguistic analysis of how language acquisition differs between languages A chapter on how multilingual children acquire several languages at once Exercises to test comprehension Chapters organised around key questions that summarise the critical issues posed by researchers in the field, with summaries at the end Further reading suggestions to broaden understanding of the subject With its particular focus on outlining key similarities and differences across languages and what this cross-linguistic variation means for our ideas about language acquisition, Understanding Child Language Acquisition forms a comprehensive introduction to the subject for students of linguistics, psychology and speech and language therapy. Students and instructors will benefit from the comprehensive companion website that includes a students’ section featuring interactive comprehension exercises, extension activities, chapter recaps and answers to the exercises within the book. Material for instructors includes sample essay questions, answers to the extension activities for students and a Powerpoint including all the figures from the book. www.routledge.com/cw/rowland |
| activities for gestalt language learners: Handbook for Theory, Research, and Practice in Gestalt Therapy Philip Brownell, 2009-03-26 Many books have been written about gestalt therapy. Not many have been written on the relationship between gestalt therapy and psychotherapy research. The Handbook for Theory, Research, and Practice in Gestalt Therapy is a needed bridge between these two concerns, and a timely addition to scholarly literature on gestalt therapy itself. In 2007 an international team of experienced gestalt therapists devoted themselves to create this book, and they have collaborated with one another to produce a challenging and enriching addition to the literature relevant to gestalt therapy. The book discusses the philosophy of science, the need for research specifically focused on gestalt therapy, and the critical realism and natural attitude found in both research and gestalt praxis. It provides discussions of qualitative and quantitative research, describes the methods of gestalt therapy as based in a unified theory, and illustrates the application of research in the contexts of emerging gestalt research communities. The discussion contained in this book is needed at a time when warrant for the practice of psychotherapy is increasingly sought in the empirical support available through psychotherapy research–the so called evidence-based movement–and at a time when public policy is increasingly driven by the call for what works. |
| activities for gestalt language learners: Learning by Expanding Yrjö Engeström, 2015 The second edition of this seminal text illustrates the development and implementation of Yrjö Engeström's expansive learning activity theory. |
| activities for gestalt language learners: Applying Cognitive Linguistics to Second Language Learning and Teaching Jeannette Littlemore, 2023-10-27 This is a revised and updated edition of a seminal text in the field of Cognitive Linguistics, written in an engaging and accessible style for a new generation of scholars and students. The author surveys and incorporates a wealth of more recent studies conducted in different areas since the book’s original publication in 2009, exploring how new areas of research within Cognitive Linguistics have emerged and flourished, and taking account of key studies that have progressed the field since its inception. This new edition has been revised throughout to review, analyse and synthesise the latest state of the art in Cognitive Linguistics–inspired second language learning and teaching research, and suggests other areas that might benefit from further exploration. It will be essential reading for academics, educators and students across Linguistics and Education, particularly those with an interest in cognitive linguistics, second language acquisition, foreign language teaching and language education. |
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