|
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910820720503321 |
|
|
Autore |
Marzano Robert J |
|
|
Titolo |
A handbook for the art and science of teaching / / Robert J. Marzano and John L. Brown |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Alexandria, Va., : Association for Supervision and Curriculum Development, c2009 |
|
Alexandria, Va. : , : Association for Supervision and Curriculum Development, , 2009 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-283-24854-9 |
9786613248541 |
1-4166-0932-6 |
1-4166-0931-8 |
1-4166-0933-4 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (319 pages) : illustrations |
|
|
|
|
|
|
Collana |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references (p. 317). |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Title Page; Copyright; Dedication; Table of Contents; Module 1: Introduction; Design Question 1: What Will I Do to Establish and Communicate Learning Goals, Track Student Progress, and Celebrate Success?; Module 2: Establishing and Communicating Learning Goals; Module 3: Designing and Using Formative Assessments; Design Question 2: What Will I Do to Help Students Effectively Interact with New Knowledge?; Module 4: Identifying Critical-Input Experiences and Using Previewing Strategies; Module 5: Using Cooperative Learning, Curriculum Chunking, and Descriptions, Discussions,and Predictions |
Module 6: Helping Students Elaborate on New Content, Summarize and Represent Their Learning, and Reflect on Their Learning Design Question 3: What Will I Do to Help Students Practice and Deepen Their Understanding of New Knowledge?; Module 7: Examining Similarities and Differences and Identifying Errors in Thinking; Module 8: Helping Students Practice Skills, Strategies, and Processes; Module 9: Using Homework and Academic Notebooks to Deepen Student Understanding; Design Question 4: What Will I Do to Help Students Generate and Test |
|
|
|
|
|
|
|
|
|
|
|
Hypotheses About New Knowledge? |
Module 10: Teaching Students to Support Claims and Assertions with Evidence Module 11: Hypothesis Testing and Higher-Order Thinking; Module 12: Engaging Students in Task Design, Cooperative Learning, and Self-Evaluation; Design Question 5: What Will I Do to Engage Students?; Module 13: Using Games and Inconsequential Competition to Promote Student Engagement; Module 14: Rules of Engagement: Questioning, Physical Movement, and Pacing; Module 15: Additional Cognitive, Affective, and Social Interaction Strategies for Promoting Student Engagement |
Design Question 6: What Will I Do to Maintain Classroom Rules and Procedures?Module 16: Effective Classroom Organization; Module 17: Establishing and Maintaining Classroom Rules and Procedures; Design Question 7: What Will I Do to Recognize and Acknowledge Adherence and Lack of Adherence to Classroom Rules and Procedures?; Module 18: Acknowledging Students' Adherence to Classroom Rules and Procedures; Module 19: Acknowledging Students' Lack of Adherence to Classroom Rules and Procedures; Design Question 8: What Will I Do to Establish and Maintain Effective Relationships with Students? |
Module 20: Communicating Appropriate Levels of Concern and Cooperation Module 21: Communicating Appropriate Levels of Guidance and Control; Design Question 9: What Will I Do to Communicate High Expectations for All Students?; Module 22: Identifying High-Expectancy and Low-Expectancy Students; Module 23: Changing Behavior Toward Low-Expectancy Students; Design Question 10: What Will I Do to Develop Effective Lessons Organized into a Cohesive Unit?; Module 24: Identifying the Focus of a Unit; Module 25: Developing Effective Lessons; References; About the Authors; Search this Book |
Related ASCD Resources |
|
|
|
|
|
|
Sommario/riassunto |
|
A series of modules designed to help educators explore and put into practice the research findings presented in The Art and Science of Teaching. |
|
|
|
|
|
|
|
| |