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[null,"1.","Record Nr.",null,"UNINA9910481012003321"]
[null,null,"Autore",null,"Casale-Giannola Diane"]
[null,null,"Titolo",null,"41 active learning strategies for the inclusive classroom, grades 6-12 [[electronic resource] /] / Diane Casale-Giannola, Linda Schwartz Green"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin, , 2012"]
[{"$nulls":4},"©2012"]
[null,null,"ISBN",null,"1-4522-8356-7"]
[{"$nulls":4},"1-4522-7934-9"]
[null,null,"Descrizione fisica",null,"1 online resource (224 p.)"]
[null,null,"Disciplina",null,"373.13"]
[null,null,"Soggetti",null,"Active learning"]
[{"$nulls":4},"Education, Secondary"]
[{"$nulls":4},"Inclusive education"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"\"\"FRONT COVER\"\"; \"\"41 ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM\"\"; \"\"CONTENTS\"\"; \"\"PREFACE\"\"; \"\"ACKNOWLEDGMENTS\"\"; \"\"Publisherâ€?s Acknowledgments\"\"; \"\"ABOUT THE AUTHORS\"\"; \"\"CHAPTER 1: INCLUSION AT THE SECONDARY LEVEL\"\"; \"\"Definition and Research\"\"; \"\"The Inclusive Classroom at the Secondary Level: Who Are We Teaching?\"\"; \"\"The Adolescent Learner\"\"; \"\"Helping Teachers Meet the Inclusion Challenge\"\"; \"\"What Is Active Learning?\"\"; \"\"Brain-Based Learning and the Adolescent Learner\"\"; \"\"Information Processing\"\"; \"\"Connections to Differentiated Instruction\"\""]
[{"$nulls":4},"\"\"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\"\""]
[{"$nulls":4},"\"\"Other Diverse Populations\"\"\"\"Assessing Students and Indentifying Learning Characteristics\"\"; \"\"Using Strategies: Before, During, and After\"\"; \"\"How to Choose a Strategy to Meet Individual Student Needs\"\"; "]
[{"$nulls":4},"\"\"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\"\""]
[{"$nulls":4},"\"\"How to Choose a Strategy to Meet Individual Teacher Needs\"\"\"\"Learning Communities\"\"; \"\"And Now, the Next Step of Our Journey\"\"; \"\"Summary\"\"; \"\"CHAPTER 4: GROUPING FOR INSTRUCTION: WHO GOES WHERE WITH WHOM TO DO WHAT\"\"; \"\"How Do I Manage Everyone?\"\"; \"\"Whole Group Instruction\"\"; \"\"Small Group Instruction\"\"; \"\"Different Ways to Form Groups\"\"; \"\"And Now (Drum Roll, Please) . . . The Strategies\"\"; \"\"Summary\"\"; \"\"CHAPTER 5: ACTIVE LEARNING STRATEGIES\"\"; \"\"1. ARTIFACT REVEAL (Students create artifacts related to learning concepts)\"\"; \"\"2. BALL TOSS (The game of catch facilitates Q&A)\"\""]
[{"$nulls":4},"\"\"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)\"\""]
[{"$nulls":4},"\"\"8. CONCEPT CLARIFICATION (The class works as a whole to describe and discuss abstract concepts within a teacher-directed structure)\"\""]
[null,null,null,"Sommario/riassunto","Keys to engaging secondary students  Research shows that all students-regardless of learning style, disability category, or language difference-learn more effectively when they are engaged in active learning. This book shows teachers how to help all students achieve positive learning outcomes. The authors provide a compilation of strategies that serve as blueprints for instructional design and directions for using them across a variety of content areas. The many benefits of active learning include:     A more engaged and interactive classroom    Increased self-directed learning    Development"]
[null,"2.","Record Nr.",null,"UNINA9910777080903321"]
[null,null,"Autore",null,"Marx Karl <1818-1883.>"]
[null,null,"Titolo",null,"Capital . Volume III / [[electronic resource] /] / Karl Marx"]
[null,null,"Pubbl/distr/stampa",null,"London, : Electric Book Co., c2001"]
[null,null,"ISBN",null,"1-281-24080-X"]
[{"$nulls":4},"1-4619-1139-7"]
[{"$nulls":4},"9786611240806"]
[null,null,"Descrizione fisica",null,"1 online resource (1216 p.)"]
[null,null,"Disciplina",null,"335.4/1"]
[null,null,"Soggetti",null,"Capital"]
[{"$nulls":4},"Economics"]
[{"$nulls":4},"Socialism"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]