LEADER 05174oam 2200697I 450 001 9910790668103321 005 20230803021752.0 010 $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 615 0$aElementary school teaching 615 0$aConstructivism (Education) 615 0$aMotivation in education 676 $a372.1102 700 $aFlynn$b Pat$f1940-,$01541639 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790668103321 996 $aApplying standards-based constructivism$93793982 997 $aUNINA LEADER 02270nam2 22005053i 450 001 VAN00254354 005 20260203031557.755 017 70$2N$a9783662292440 100 $a20230209d1960 |0itac50 ba 101 $aeng 102 $aDE 105 $a|||| ||||| 181 $ai$b e 182 $ab 183 $acr 200 0 $a2 / Oscar Zariski, Pierre Samuel. - Berl 210 $a Sprin$c, 1960. $dX, 4 215 $a. ; 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