|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910813502203321 |
|
|
Autore |
Hillman Garnet |
|
|
Titolo |
Coaching your classroom : how to deliver actionable feedback to students / / Garnet Hillman, Mandy Stalets |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Bloomington, Indiana : , : Solution Tree Press, , [2019] |
|
�2019 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (x, 130 pages) |
|
|
|
|
|
|
Collana |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Interaction analysis in education |
Communication in education |
Feedback (Psychology) |
Classroom management |
Student-centered learning |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
chapter 1. Adopt a language of learning -- chapter 2. Coach every student -- chapter 3. Craft high-quality feedback -- chapter 4. Utilize feedback methods -- chapter 5. Ensure productive responses -- chapter 6. Employ self- and peer assessment. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
"In Think like a coach, teach for success: delivering actionable feedback in the classroom, authors Garnet Hillman and Mandy Stalets offer a fresh perspective on implementing and delivering effective feedback in the classroom by examining the practices utilized by coaches. Although people would traditionally describe coaches and teachers as different professions that operate in separate spheres, the two share endless similarities. The responsibilities of both coaches and teachers include guiding their learners through the process of sharpening their skills while providing individualized feedback. In order to understand how teachers can ensure all students develop the skills necessary for success, Hillman and Stalets explore what purposeful coaching looks like on the athletic field and in the classroom. By reading Coaching the Classroom, educators will possess the tools and practices needed for creating a culture of student-centered learning and for becoming |
|
|
|
|