LEADER 00981nam0-22003251i-450- 001 990004269780403321 005 20130116123938.0 010 $a88-317-5424-6 035 $a000426978 035 $aFED01000426978 035 $a(Aleph)000426978FED01 035 $a000426978 100 $a19990604d1991----km-y0itay50------ba 101 0 $aita 105 $aa-------00-c- 200 1 $a<>opera italiana nel Settecento$fReinhard Strohm$gtraduzione dal tedesco di Leonardo Cavari e Lorenzo Bianconi 210 $aVenezia$cMarsilio$d1991 215 $a412 p.$cill.$d22 cm 610 0 $aOpera in musica$aSec.18.$aItalia 676 $a782.109 700 1$aStrohm,$bReinhard$0169291 702 1$aBianconi,$bLorenzo$f<1946- > 702 1$aCavari,$bLeonardo 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990004269780403321 952 $a782.1 STR 1$bBibl.21238$fFLFBC 959 $aFLFBC 996 $aOpera italiana nel Settecento$9139768 997 $aUNINA LEADER 05398nam 2200637 450 001 9910481012003321 005 20190423090601.0 010 $a1-4522-8356-7 010 $a1-4522-7934-9 035 $a(CKB)3780000000056305 035 $a(EBL)1104565 035 $a(OCoLC)865545105 035 $a(SSID)ssj0001286332 035 $a(PQKBManifestationID)11689154 035 $a(PQKBTitleCode)TC0001286332 035 $a(PQKBWorkID)11276505 035 $a(PQKB)11662516 035 $a(MiAaPQ)EBC1104565 035 $a(EXLCZ)993780000000056305 100 $a20150813h20122012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$a41 active learning strategies for the inclusive classroom, grades 6-12$b[electronic resource] /$fDiane Casale-Giannola, Linda Schwartz Green 210 1$aThousand Oaks, California :$cCorwin,$d2012. 210 4$dİ2012 215 $a1 online resource (224 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-9397-0 320 $aIncludes bibliographical references. 327 $a""FRONT COVER""; ""41 ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM""; ""CONTENTS""; ""PREFACE""; ""ACKNOWLEDGMENTS""; ""Publishera???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"" 327 $a""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"" 327 $a""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"" 327 $a""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)"" 327 $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)"" 327 $a""8. CONCEPT CLARIFICATION (The class works as a whole to describe and discuss abstract concepts within a teacher-directed structure)"" 330 $aKeys 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 Development 606 $aActive learning 606 $aEducation, Secondary 606 $aInclusive education 608 $aElectronic books. 615 0$aActive learning. 615 0$aEducation, Secondary. 615 0$aInclusive education. 676 $a373.13 700 $aCasale-Giannola$b Diane$0919065 702 $aGreen$b Linda Schwartz 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910481012003321 996 $a41 active learning strategies for the inclusive classroom, grades 6-12$92061307 997 $aUNINA