01919oam 2200373z- 450 991015778980332120241216114826.097819281226161928122612(CKB)3710000001009624(BIP)054399931(BIP)054139017(DcWaBHL)48722(Exl-AI)993710000001009624(EXLCZ)99371000000100962420210505c2015uuuu -u- -engToriTokyoThe Ornithological Society of Japan1915-1986191519861 online resource (314 p.)ill1 online resource9781928122623 1928122620 This is the second book in the new paranormal fantasy series Glory. Hurt and betrayed, Tori has gone into hiding. Anything to give her time to heal from losing the love of her life. Devon came looking for her--for all the wrong reasons. He needs her help to save a large band of locals caught behind a weird energy pattern. As an energy worker, she can't turn her back on those in need. She will help him, but only if he disappears from her life forever. He agrees, but has no intention of honoring his promise. She's finally let him back into her life--he has no intention of screwing up a second time. Tori isn't big on forgiveness, but she is big on Devon. Only the weird energy pattern was a problem--a big problem--and the start of something sinister. Before she can work out what's going on, the stakes go up, and she realizes there might not be a future for either of them.Paranormal fictionGenerated by AIFantasy fictionGenerated by AIPeriodicalsParanormal fictionFantasy fictionMayer Dale1961-1428278BOOK9910157789803321Tori3599929UNINA03352nam 22006015 450 991050299160332120260113034853.0981-16-5569-310.1007/978-981-16-5569-2(CKB)4100000012038128(MiAaPQ)EBC6738534(Au-PeEL)EBL6738534(OCoLC)1272957228(BIP)81780542(BIP)80998242(DE-He213)978-981-16-5569-2(EXLCZ)99410000001203812820210930d2021 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierDeveloping Metacognitive Teaching Strategies Through Lesson Study /by Eric C. K. Cheng, Joanna K. M. Chan1st ed. 2021.Singapore :Springer Nature Singapore :Imprint: Springer,2021.1 online resource (86 pages)981-16-5568-5 Includes bibliographical references.The Challenges for Implementing Competency-Based Curriculum -- Conceptualization of Metacognition and Metacognitive Teaching -- Crafting Metacognitive Teaching Strategies through Lesson Study -- Enacting the Variation Pattern through Metacognitive Teaching Strategies -- Internalization of Metacognitive Teaching Approaches through Lesson Study.The book illustrates how Lesson Study can be applied to craft metacognitive teaching strategies to enhance students’ learning to learn competencies. Based on the findings of an empirical study of a university-funded teaching development project, this book reports how to apply Lesson Study and Learning Study to enhance teachers’ metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the learning to learn curriculum. The book allows readers to experience metacognitive learning by sorting the prior knowledge on the metacognition, setting the goal and planning reading schedule, checking their understanding and progress, evaluating what they have or have not learned and reflected on their reading experience and feelings. Readers can grasp the key concept underpinning metacognitive teaching, including teaching strategies for developing students’ metacognitive abilities that include working on problem-solving activities, working on small collaborative groups, making metacognitive and learning strategies explicit, and encouraging students to reflect upon and talk about their learning. .Learning, Psychology ofTeachingTeachersTraining ofLearning TheoryDidactics and Teaching MethodologyTeaching and Teacher EducationLearning, Psychology of.Teaching.TeachersTraining of.Learning Theory.Didactics and Teaching Methodology.Teaching and Teacher Education.370.1523Cheng Eric C. K.1060224Chan Joanna K. M.MiAaPQMiAaPQMiAaPQBOOK9910502991603321Developing Metacognitive Teaching Strategies Through Lesson Study2569833UNINA