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Record Nr. |
UNINA9910710018503321 |
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Autore |
Ruff Arthur W |
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Titolo |
Study of initial stages of wear by electron channeling I. Measurement of plastic strain in copper due to sliding wear II. Quantitative methods in wear debris analysis / / A. W. Ruff |
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Pubbl/distr/stampa |
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Gaithersburg, MD : , : U.S. Dept. of Commerce, National Institute of Standards and Technology, , 1976 |
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Descrizione fisica |
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Collana |
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Altri autori (Persone) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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1976. |
Contributed record: Metadata reviewed, not verified. Some fields updated by batch processes. |
Title from PDF title page. |
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Nota di bibliografia |
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Includes bibliographical references. |
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2. |
Record Nr. |
UNINA9910797459203321 |
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Autore |
Gagnon George W. |
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Titolo |
Constructivist learning design : key questions for teaching to standards / / George W. Gagnon, Jr., Michelle Collay ; foreword by Richard A. Schmuck ; acquisitions editor Faye Zucker ; cover designer Michael Dubowe |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin Press, , 2006 |
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©2006 |
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ISBN |
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1-4833-6132-2 |
1-4833-6349-X |
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Descrizione fisica |
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1 online resource (257 p.) |
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Disciplina |
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Soggetti |
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Constructivism (Education) |
Instructional systems - Design |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; Foreword; Preface; Acknowledgments; About the Authors; Introduction: Learning Design; Situation Section: Constructivist Learning Design; Elements of the Design; Groups Section: Learning Considerations; Bridge Section: What is Learning?; Task Section: Learning Characteristics; Exhibit Section: Fairy Tales Learning Episodes; Reflection Section: Precedents for Constructivist Learning Design; Concluding Remarks: Where Do We Stand?; Chapter 1 - Designing Situations; Situation Section: Defining Guiding Questions; Purpose of a Situation Element; Topic for a Situation Element |
Assessment in a Situation ElementGroups Section: Co-Constructing the CLD; Considerations for Designing a Situation Element; Bridge Section: Questions for Analyzing Situations; Task Section: Revising a Situation Element; Characteristics of a Situation Element; Exhibit Section: Example Situation Elements; Reflection Section: Precedents for a Situation Element; Concluding Remarks: Thoughts on Designing Situations; Chapter 2 - Organizing Groups; Situation Section: Deciding on Groups; Purpose of a Groups Element; Topic for a Groups Element; Assessment in a Groups Element |
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Groups Section: The Power of Collaborative ThinkingConsiderations for Organizing a Groups Element; Bridge Section: Questions for Forming Groups; Task Section: Revising a Groups Element; Characteristics of a Groups Element; Exhibit Section: Example Groups Elements; Reflection Section: Precedents for a Groups Element; Concluding Remarks: Thoughts on Arranging Groups; Chapter 3 - Building Bridges; Situation Section: Surfacing Prior Knowledge; Purpose of a Bridge Element; Topic for a Bridge Element; Assessment in a Bridge Element; Groups Section: Connecting with Student Thinking |
Considerations for Building a Bridge ElementBridge Section: Questions for Structuring Bridges; Task Section: Revising a Bridge Element; Characteristics of a Bridge Element; Exhibit Section: Example Bridge Elements; Reflection Section: Precedents for a Bridge Element; Concluding Remarks: Thoughts on Building Bridges; Chapter 4 - Crafting Tasks; Situation Section: Crafting a Task; Purpose of a Task Element; Topic for a Task Element; Assessment in a Task Element; Groups Section: Thinking together to Make Meaning; Considerations for Crafting a Task Element |
Bridge Section: Questions for Framing TasksTask Section: Revising a Task Element; Characteristics of a Task Element; Exhibit Section: Example Task Elements; Reflection Section: Precedents for a Task Element; Concluding Remarks: Thoughts on Crafting Tasks; Chapter 5 - Arranging Exhibits; Situation Section: Defining the Nature of an Exhibit; Purpose of an Exhibit Element; Topic for an Exhibit Element; Assessment in an Exhibit Element; Groups Section: The Power of Students Presenting Their Thinking; Considerations for Arranging an Exhibit Element |
Bridge Section: Questions for Encouraging Exhibits |
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Sommario/riassunto |
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Use the Constructivist Learning Design (CLD) six-step planning framework to engage students in constructivist learning events that meet standards-based outcomes. |
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