LEADER 05207oam 2200709I 450 001 9910452802903321 005 20200520144314.0 010 $a1-317-92290-5 010 $a1-315-85384-1 010 $a1-317-92291-3 024 7 $a10.4324/9781315853840 035 $a(CKB)2550000001125678 035 $a(EBL)1422349 035 $a(OCoLC)861538373 035 $a(SSID)ssj0000999826 035 $a(PQKBManifestationID)12442354 035 $a(PQKBTitleCode)TC0000999826 035 $a(PQKBWorkID)10943419 035 $a(PQKB)11698874 035 $a(OCoLC)861536903 035 $a(MiAaPQ)EBC1422349 035 $a(Au-PeEL)EBL1422349 035 $a(CaPaEBR)ebr10769157 035 $a(CaONFJC)MIL526318 035 $a(EXLCZ)992550000001125678 100 $a20180706e20132004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aApplying standards-based constructivism $ea two-step guide for motivating elementary students /$fPat Flynn. [et al.] 210 1$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (208 p.) 300 $a"An Eye on Education book"--cover. 300 $aFirst published 2004 by Eye on Education. 311 $a1-930556-66-7 311 $a1-299-95067-1 320 $aIncludes bibliographical references (pages 191-193). 327 $aCover; Title Page; Copyright Page; Table of Contents; Preface; The Way the Sections are Organized; Section Heading; Learning Objective; Main Points; Reality Check Questions; Thoughts for Reflection; End of the Section Assessment; Examples of the Two-Step; Other Details Regarding this Book; Concept Map; Acknowledgements; 1 Relationship Between Standards and Constructivism; Examples of Constructivist-Based Standards; Constructivism and Standards; Learning Objective; Main Points; Thoughts for Reflection; End of Section Assessment; Understanding Requires Engagement; Learning Objective 327 $aMain PointsThoughts for Reflection; End of Section Assessment; 2 The Components of the Two-Step; Exploration; Learning Objectives; Main Points; Exploratory Phase for a Harriet Tubman Lesson; Examples of an Exploratory Phase; Discovery Phase for a Unit on Waterways and State History; Discovery Phase (a Performance Task):; Exploratory Phase:; Thought for Reflection; End of Section Assessment; Sample Summary of a Two-Step; Discovery; Learning Objectives; Main Points; A Thought for Reflection; End of Section Assessment:; Sample Summary of a Two-Step; Interventions; Learning Objective; Main Points 327 $aSpontaneous InterventionsTeacher Observation Is Valid Assessment; Individualize Instruction with Spontaneous Interventions; Thoughts for Reflection; End of Session Assessment; Sample Summary of a Two-Step; Learning Objectives for a Lesson; Learning Objective; Main Points; Thoughts for Reflection; End of Section Assessment; Sample Summary of a Two-Step; Assessment; Learning Objective; Main Points; Three Purposes for Assessment of Student Performance; Strategies for Assessment of Student Performance; Thoughts for Reflection; End of Section Assessment:; Sample Summary of a Two-Step; Reflection 327 $aLearning ObjectiveThoughts on Reflection; Thoughts for Reflection; End of Section Assessment:; Sample Summary of a Two-Step; 3 How We Learn Guides How We Teach; Learning Grows from Confusion; Learning Objective; Main Points; The Two-Step Model and the Confusion that Leads to Understanding; Thoughts for Reflection; End of Section Assessment; Memorization and Critical Thinking; Learning Objectives; Main Point; Thoughts for Reflection:; End of Section Assessment; We Learn Best When We Teach Others; Learning Objective; Main Points; Thoughts for Reflection; End of Chapter Assessment 327 $a4 How Constructivism Differs fromTraditional Models: A Practical Application for Teachers, Administrators, and StudentsInteraction, Lecture, and Constructivism; Learning Objective; Main Points; Thoughts for Reflection; End of Section Assessment; Student Motivation through Authentic Tasks; Learning Objective; Main Points; Thoughts for Reflection; End of Section Assessment; The Effective Classroom Teacher; Learning Objective; Main Points; Thoughts for Reflection:; End of Section Assessment; The Effective Student; Learning Objective; Main Points; Thoughts for Reflection 327 $aEnd of Chapter Assessment 330 $aThis book provides teachers with practical ways of constructing lessons that will engage students and help them develop personal responsibility for their own learning. 606 $aElementary school teaching$zUnited States 606 $aConstructivism (Education)$zUnited States 606 $aMotivation in education$zUnited States 608 $aElectronic books. 615 0$aElementary school teaching 615 0$aConstructivism (Education) 615 0$aMotivation in education 676 $a372.1102 700 $aFlynn$b Pat$f1940-,$0985322 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452802903321 996 $aApplying standards-based constructivism$92252064 997 $aUNINA LEADER 02458nam 2200529 450 001 996207193303316 005 20230725022838.0 010 $a0-19-970488-0 035 $a(CKB)2560000000293413 035 $a(EBL)4705698 035 $a(SSID)ssj0000409782 035 $a(PQKBManifestationID)11312064 035 $a(PQKBTitleCode)TC0000409782 035 $a(PQKBWorkID)10349640 035 $a(PQKB)10596150 035 $a(StDuBDS)EDZ0000077179 035 $a(MiAaPQ)EBC4705698 035 $a(EXLCZ)992560000000293413 100 $a20161013h20102010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe art and rhetoric of the Homeric catalogue /$fBenjamin Sammons 210 $aNew York ;$aOxford $cOxford University Press$d2010 215 $a1 online resource (244 p.) 300 $aDescription based upon print version of record. 311 $a0-19-537568-8 311 $a0-19-987159-0 320 $aIncludes bibliographical references and index. 327 $aContents; Preface; Introduction; 1. Two Paradigmatic Catalogues; 1.1. Dione's Catalogue (Il. 5.384-404); 1.2. Calypso's Catalogue (Od. 5.118-36); 2. Two Catalogues of Women; 2.1. Zeus's Catalogue of Lovers (Il. 14.315-28); 2.2. The Catalogue of Women in the Nekyia (Od. 11.235-327); 3. Two Catalogues of Objects; 3.1. Priam's Ransom (Il. 24.228-37); 3.2. Agamemnon's Catalogue of Gifts (Il. 9.120-57); 4. The Iliadic Catalogue of Ships (Il. 2.484-760); 5. Three Catalogues of Suitors (Od. passim); Conclusions; Bibliography; General Index; A; B; C; D; E; F; G; H; I; K; L; M; N; O; P; Q; R; S; T; U 327 $aZIndex Locorum 330 8 $aThis book takes a fresh look at a familiar element of the Homeric epics - the poetic catalogue. It shows that in a variety of contexts, Homer uses catalogue poetry not only to develop his themes, but to comment on the ideals and limitations of the epic genre itself. 606 $aHomer$xCriticism and interpretation 606 $aEpic poetry, Greek$xHistory and criticism 615 0$aHomer$xCriticism and interpretation. 615 0$aEpic poetry, Greek$xHistory and criticism. 676 $a883/.01 700 $aSammons$b Benjamin$0473360 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a996207193303316 996 $aArt and rhetoric of the Homeric catalogue$9227117 997 $aUNISA