LEADER 05207nam 2200625 450 001 9910480995503321 005 20170919015919.0 010 $a1-4522-8364-8 010 $a1-5063-3580-2 010 $a1-4522-7990-X 035 $a(CKB)3780000000056486 035 $a(EBL)1105946 035 $a(OCoLC)865545109 035 $a(SSID)ssj0001330623 035 $a(PQKBManifestationID)11744725 035 $a(PQKBTitleCode)TC0001330623 035 $a(PQKBWorkID)11334174 035 $a(PQKB)11040515 035 $a(MiAaPQ)EBC1105946 035 $a(OCoLC)986679540 035 $a(StDuBDS)EDZ0001316214 035 $a(EXLCZ)993780000000056486 100 $a20160107d2016 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCount me in! $eincluding learners with special needs in mathematics classrooms$iK-5 /$fJudy Storeygard 210 1$aThousand Oaks, California :$cCorwin,$d2016. 215 $a1 online resource (168 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-9904-9 320 $aIncludes bibliographical references and index. 327 $a""FRONT COVER""; ""COUNT ME IN! Ka???5 ""; ""CONTENTS""; ""FOREWORD""; ""ACKNOWLEDGMENTS""; ""Publishera???s Acknowledgments""; ""ABOUT THE AUTHOR""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION ""; ""Making Sense of Mathematics: The Guiding Principle of This Book""; ""Focus on Labels: Ableism""; ""Inconsistency of Labels""; ""Labeling Impedes Differentiation""; ""Including a Variety of Instructional Strategies: The Approach of This Book""; ""Organization of This Book""; ""Note""; ""CHAPTER 1: BUILDING A CULTURE OF ACCEPTANCE IN THE INCLUSIVE MATHEMATICS CLASSROOM"" 327 $a""Recognizing Differences and Supporting Strengths""""Making the Classroom a Safe Place""; ""Promoting Responsibility""; ""Acknowledging Frustration""; ""Summary""; ""CHAPTER 2: SUPPORTING STUDENTS IN EXPRESSING MATHEMATICAL IDEAS""; ""Issues Related to Expressive Language Difficulties""; ""Effective Strategies""; ""Making Connections""; ""Using Their Own Language""; ""Using Representations""; ""Providing Structures""; ""Summary""; ""CHAPTER 3: HELPING STUDENTS BUILD THE CAPACITY TO ATTEND TO AND FOCUS ON MATHEMATICAL IDEAS ""; ""Diagnosis and Labeling""; ""Classroom Strategies"" 327 $a""Whole-Group Discussions""""Keeping Discussions Active""; ""Sharing Strategies""; ""Keeping Consistent Structures""; ""Understanding What Students Know""; ""Using Technology""; ""Summary""; ""Notes""; ""CHAPTER 4: DEVELOPING STUDENTSa??? COGNITIVE FLEXIBILITY""; ""Explicit Teaching""; ""Developing a Set of Limited Choices""; ""Language""; ""Using Representations and Contexts""; ""Selecting Strategies""; ""Working in Groups""; ""Summary""; ""CHAPTER 5: DEVELOPING STRATEGIES FOR STUDENTS WITH MEMORY DIFFICULTIES""; ""Building on Student Strengths""; ""Sixth and Seventh Grades"" 327 $a""Developing a Conceptual Foundation""""Grounding Skills and Concepts in Understanding""; ""Summary""; ""Notes""; ""CHAPTER 6: BUILDING STUDENTSa??? ABILITIES TO PLAN, ORGANIZE, AND SELF-MONITOR IN MATHEMATICS CLASS""; ""Providing Entry Points""; ""Guided Math Group: Introducing the Problem With First Graders""; ""Using Technology""; ""Connecting to Prior Knowledge With Third Graders""; ""Intervention With a Second Grader""; ""Self-Monitoring: Students Evaluating Their Own Work""; ""Gradual Release of Responsibility""; ""Summary""; ""Note""; ""CONCLUSION"" 327 $a""Complexity of Teaching in Inclusive Mathematics Classrooms""""Making Sense of Mathematics""; ""Making Mathematics Explicit""; ""GLOSSARY AND RESOURCES""; ""Ableism""; ""Abstract Thinking""; ""Accommodations""; ""Aspergera???s Syndrome""; ""Attention Deficit Hyperactivity Disorder (ADHD)""; ""Autism Spectrum Disorder""; ""Cognitive Flexibility""; ""Common Core State Standards Initiative""; ""Differentiation""; ""Disproportionality""; ""Executive Function""; ""Expressive Language Disability""; ""Gradual Release of Responsibility""; ""Individualized Education Program (IEP)"" 327 $a""Interactive Whiteboard"" 330 8 $aBetween the pressure to meet standards and the overwhelming number of different learning needs that students have, planning lessons has become more complex. Judith Storeygard provides proven approaches to understanding the behaviors of children with special needs and effectively teaching all students. Using research-based and field-tested methodology, this book's teaching strategies include differentiated instruction, with an emphasis on co-teaching between general educators and special educators. 606 $aMathematics$xStudy and teaching (Elementary) 606 $aIndividualized instruction 608 $aElectronic books. 615 0$aMathematics$xStudy and teaching (Elementary) 615 0$aIndividualized instruction. 676 $a371.90447 700 $aStoreygard$b Judith$01045968 702 $aAtta$b Scott Van 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480995503321 996 $aCount me in$92472600 997 $aUNINA LEADER 03065nam 22004815 450 001 9910483700103321 005 20200711122714.0 010 $a3-658-17730-6 024 7 $a10.1007/978-3-658-17730-0 035 $a(CKB)3710000001127643 035 $a(DE-He213)978-3-658-17730-0 035 $a(MiAaPQ)EBC4834008 035 $a(PPN)199765723 035 $a(EXLCZ)993710000001127643 100 $a20170330d2017 u| 0 101 0 $ager 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEselsbrücken zur Chemie ? bequeme Zugänge zu einer schwierigen Wissenschaft $eFür alle, die Chemie lernen wollen oder sollen /$fvon Dieter Neubauer 205 $a1st ed. 2017. 210 1$aWiesbaden :$cSpringer Fachmedien Wiesbaden :$cImprint: Springer Spektrum,$d2017. 215 $a1 online resource (VII, 46 S. 8 Abb.) 225 1 $aessentials,$x2197-6708 311 $a3-658-17729-2 320 $aIncludes bibliographical references. 327 $a· Eselsbrücken zur Chemie -- Hilfen zum Erlernen der Nomenklatur -- Anregungen zum Selberbauen, Entdecken und Benutzen von Eselsbrücken -- Auswertung von Strukturformeln. 330 $aDieter Neubauer gibt vielfältige Beispiele für das Einprägen von Strukturformeln und chemischen Fakten. Denn Wortassoziationen, Bilder und Bildfolgen, Piktogramme oder Merksprüche können helfen, das schwierige Fach Chemie zu erlernen. Das Ergebnis ist ein unterhaltsamer Streifzug durch die Geschichte der Merksprüche und eine Anleitung zum Erstellen von Eselsbrücken und ihren Verwandten. Der Inhalt Eselsbrücken zur Chemie Hilfen zum Erlernen der Nomenklatur Anregungen zum Selberbauen, Entdecken und Benutzen von Eselsbrücken Auswertung von Strukturformeln Die Zielgruppen Studierende naturwissenschaftlicher Fächer Schülerinnen und Schüler der Oberstufe und alle, die Chemie lernen wollen oder sollen Der Autor Dr. Dieter Neubauer promovierte an der Universität Heidelberg und arbeitete anschließend für die BASF. Nach acht Jahren Forschung und drei Jahren Betriebstätigkeit mit Arbeitsaufenthalten in Puerto Rico, Texas und Kalifornien übernahm er bei Tochtergesellschaften in Spanien und Deutschland die Leitung von Produktion und Technik. Nach seiner Pensionierung schrieb er ein Jugendbuch über Experimente mit Wasser und zwei leicht verständliche Lehrbücher der Chemie. 410 0$aessentials,$x2197-6708 606 $aChemistry 606 $aPopular Science in Chemistry and Materials$3https://scigraph.springernature.com/ontologies/product-market-codes/Q19000 615 0$aChemistry. 615 14$aPopular Science in Chemistry and Materials. 676 $a540.14 700 $aNeubauer$b Dieter$4aut$4http://id.loc.gov/vocabulary/relators/aut$01229641 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483700103321 996 $aEselsbrücken zur Chemie ? bequeme Zugänge zu einer schwierigen Wissenschaft$92854864 997 $aUNINA