01134nam--2200349---450-99000619159020331620170130164613.0978-88-6550-544-1000619159USA01000619159(ALEPH)000619159USA0100061915920170130d2016----km-y0itay50------baitaIT||||||||001yyLucca e matilde di Canossa tra storia e mitocatalogo della mostraa cura di Raffaele SavigniLuccaPacini Fazzi2016145 p.ill.24 cmIn testa al frontespizio: Città di Lucca; Biblioteca statale di LuccaCatalogo della mostra tenuta a Lucca nel 2016Matilde: di CanossaCataloghi di esposizioniBNCF945.503SAVIGNI,RaffaeleITsalbcISBD990006191590203316X.1.B. 1499253844 l.m.X.1.B.393705BKUMACHIARA9020170130USA011646Lucca e matilde di Canossa tra storia e mito1395355UNISA05398nam 2200637 450 991048101200332120190423090601.01-4522-8356-71-4522-7934-9(CKB)3780000000056305(EBL)1104565(OCoLC)865545105(SSID)ssj0001286332(PQKBManifestationID)11689154(PQKBTitleCode)TC0001286332(PQKBWorkID)11276505(PQKB)11662516(MiAaPQ)EBC1104565(EXLCZ)99378000000005630520150813h20122012 uy 0engur|n|---|||||txtccr41 active learning strategies for the inclusive classroom, grades 6-12[electronic resource] /Diane Casale-Giannola, Linda Schwartz GreenThousand Oaks, California :Corwin,2012.©20121 online resource (224 p.)Description based upon print version of record.1-4129-9397-0 Includes bibliographical references.""FRONT COVER""; ""41 ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM""; ""CONTENTS""; ""PREFACE""; ""ACKNOWLEDGMENTS""; ""Publisherâ€?s Acknowledgments""; ""ABOUT THE AUTHORS""; ""CHAPTER 1: INCLUSION AT THE SECONDARY LEVEL""; ""Definition and Research""; ""The Inclusive Classroom at the Secondary Level: Who Are We Teaching?""; ""The Adolescent Learner""; ""Helping Teachers Meet the Inclusion Challenge""; ""What Is Active Learning?""; ""Brain-Based Learning and the Adolescent Learner""; ""Information Processing""; ""Connections to Differentiated Instruction""""Supporting State Standards and Assessments""""Motivating Learners With Active Learning Strategies""; ""Access Is Not Enough: The Critical Need to Address Diverse Student Populations""; ""The Beginning""; ""Summary""; ""CHAPTER 2: ACTIVE LEARNING STRATEGIES IN THE MIDDLE SCHOOL AND HIGH SCHOOL: DEBUNKING THE MYTH""; ""Frequently Asked Questions""; ""Reflect on the Experience""; ""During the Lesson""; ""After the Lesson""; ""Final Thoughts""; ""CHAPTER 3: SELECTING AND IMPLEMENTING ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM""; ""Classifications and Characteristics""""Other Diverse Populations""""Assessing Students and Indentifying Learning Characteristics""; ""Using Strategies: Before, During, and After""; ""How to Choose a Strategy to Meet Individual Student Needs""; ""Learner Characteristics Described""; ""Metacognitive Issues""; ""Auditory Processing Concerns""; ""Memory Issues""; ""Low Experiential Base""; ""Attention Needs""; ""Higher-Aptitude Learners""; ""Interpersonal Preferences""; ""Language Needs""; ""Social Interaction Needs""; ""Visual Processing Concerns""; ""Learner Considerations""""How to Choose a Strategy to Meet Individual Teacher Needs""""Learning Communities""; ""And Now, the Next Step of Our Journey""; ""Summary""; ""CHAPTER 4: GROUPING FOR INSTRUCTION: WHO GOES WHERE WITH WHOM TO DO WHAT""; ""How Do I Manage Everyone?""; ""Whole Group Instruction""; ""Small Group Instruction""; ""Different Ways to Form Groups""; ""And Now (Drum Roll, Please) . . . The Strategies""; ""Summary""; ""CHAPTER 5: ACTIVE LEARNING STRATEGIES""; ""1. ARTIFACT REVEAL (Students create artifacts related to learning concepts)""; ""2. BALL TOSS (The game of catch facilitates Q&A)""""3. BAROMETER (Students take stands on controversial issues by voting with their feet)""""4. BOARD QUIZ (The whole class works collaboratively on quiz questions)""; ""5. BODY LANGUAGE (Movement-based instruction involves using the body to represent the content students are learning about)""; ""6. BUILDING AN EXPERIENCE (The teacher creates an occurrence so that students can experience the content in order to better facilitate understanding)""; ""7. BULLETIN BLOG (The class uses a bulletin board to blog information, comments, and perspectives)""""8. CONCEPT CLARIFICATION (The class works as a whole to describe and discuss abstract concepts within a teacher-directed structure)""Keys to engaging secondary students Research shows that all students-regardless of learning style, disability category, or language difference-learn more effectively when they are engaged in active learning. This book shows teachers how to help all students achieve positive learning outcomes. The authors provide a compilation of strategies that serve as blueprints for instructional design and directions for using them across a variety of content areas. The many benefits of active learning include: A more engaged and interactive classroom Increased self-directed learning DevelopmentActive learningEducation, SecondaryInclusive educationElectronic books.Active learning.Education, Secondary.Inclusive education.373.13Casale-Giannola Diane919065Green Linda SchwartzMiAaPQMiAaPQMiAaPQBOOK991048101200332141 active learning strategies for the inclusive classroom, grades 6-122061307UNINA00910nam0-22003251i-450 99000438782040332120230727110237.088-06-15888-000043878219990604d2001----km-y0itay50------baitaITy-------001yyIntellettuali nel novecento italianoAngelo d'OrsiTorinoEinaudic2001X, 370 p.20 cm<<Gli >>struzzi538IntellettualiItaliaSec.20.945.0921ita305.52222itaD'Orsi,Angelo<1947- >65485ITUNINARICAUNIMARCBK990004387820403321945.09 DOR 1Bibl.47083FLFBCMAR / DOR 210017BFSFLFBCBFSIntellettuali nel Novecento italiano542761UNINA