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Common core literacy for ELA, history/social studies, and the humanities : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight
| Common core literacy for ELA, history/social studies, and the humanities : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight |
| Autore | McKnight Katherine S (Katherine Siewert) |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (217 p.) |
| Disciplina | 428.4071/2 |
| Soggetto topico |
Content area reading - Study and teaching (Secondary) - United States - Standards
Language arts (Secondary) - United States - Standards |
| ISBN |
1-118-71026-6
1-118-71018-5 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; Tables and Figures; About the Author; About Staff Development for Educators; Preface; Chapter One: Why Does Content Literacy Matter?; The Structure of the Common Core State Standards; The Need for Content Literacy; What Does this Framework mean for Content Area Teachers?; Common Core State Standards; A Close Reading; Up for Debate; Reading the Framework; The Biggest Changes with the Common Core; Text Complexity; Close Reading and Textual Analysis; Argumentation in Writing; Greater Emphasis on Research; Speaking and Listening; Language
Some Final ThoughtsChapter Two: Deepening Reading Comprehension Skills and Content Knowledge; A Look at the Interdisciplinary Standards; Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity; Building Reading Skills in a Content Area: Before, During, and After Reading; Before-Reading Strategies; During-Reading Strategies; After-Reading Strategies; Close Reading and Textual Complexity; The CCSS Textual Complexity Model; Text Complexity Three-Part Model; Additional Resources for Determining Text Complexity Other Tips for Developing Adolescent Reading SkillsSome Final Thoughts; Chapter Three: Effective Content Area Writing Strategies; A Look at the Interdisciplinary Standards; CCSS Anchor Standards in Writing; Text Types and Purposes; Production and Distribution of Writing; Research to Build and Present Knowledge; Range of Writing; Key Features of the Writing Standards; Writing Process; The Three Types of Writing; Writing and Technology; Strategies that Build Writing Skills in the Content Area; An Increased Focus on Research; Webquests Integrating Knowledge and Ideas Across Multiple Sources of InformationSome Final Thoughts; Chapter Four: Speaking and Listening in the Content Area; A Look at the Speaking and Listening Standards; Comprehension and Collaboration; Presentation of Knowledge and Ideas; Technology; Small and Large Group Discussions; Developing Argumentation Skills Through Speaking and Listening; What do the Standards Mean for English and Social Studies Teachers?; A Few Words About English Language Learners; Some Final Thoughts; Chapter Five: Developing Academic Language A Look at the CCSS Anchor Standards in LanguageConventions of Standard English; Knowledge of Language; Vocabulary Acquisition and Use; The Impact of the Language Strand on Content Instruction; What Do the Vocabulary Standards Mean for Content Teachers?; Strategies to Build Language Skills in Content Areas; Sample Mini-Lessons; Vocabulary Strategies; Some Final Thoughts; Chapter Six: Learning Centers and Student-Centered Activities; Learning Centers; How to Get Started with Learning Centers; Some Additional Advice About Centers; How Often Should I Use Centers in the Classroom? Literature Circles and Text Groups |
| Record Nr. | UNINA-9910813506703321 |
McKnight Katherine S (Katherine Siewert)
|
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| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common core literacy for math, science, and technical subjects : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight
| Common core literacy for math, science, and technical subjects : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight |
| Autore | McKnight Katherine S (Katherine Siewert) |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (263 p.) |
| Disciplina | 507.1/273 |
| Collana | Jossey-Bass teacher Common core literacy for math, science, and technical subjects |
| Soggetto topico |
Mathematics - Study and teaching - United States - Standards
Science - Study and teaching - United States - Standards |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-71034-7 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Tables and Figures Acknowledgments About the Author About Staff Development for Educators Preface Chapter One: Why Does Content Literacy Matter? Chapter Two: Deepening Reading Comprehension Skills and Content Knowledge Chapter Three: Effective Content Area Writing Strategies Chapter Four: Speaking and Listening in the Content Area Chapter Five: Developing Academic Language Chapter Six: Learning Centers and Student-Centered Activities Chapter Seven: Technology Tools for 21st Century Learning Chapter Eight: Helping Students Become College and Career Ready Appendix A: List of Bonus Web Downloads Appendix B: Literature Circles Resource Guide Appendix C: Resources and References Index. |
| Record Nr. | UNINA-9910459823303321 |
|
McKnight Katherine S (Katherine Siewert)
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common core literacy for math, science, and technical subjects : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight
| Common core literacy for math, science, and technical subjects : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight |
| Autore | McKnight Katherine S (Katherine Siewert) |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (263 p.) |
| Disciplina | 507.1/273 |
| Collana | Jossey-Bass teacher Common core literacy for math, science, and technical subjects |
| Soggetto topico |
Mathematics - Study and teaching - United States - Standards
Science - Study and teaching - United States - Standards |
| ISBN |
1-118-71021-5
1-118-71034-7 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Tables and Figures Acknowledgments About the Author About Staff Development for Educators Preface Chapter One: Why Does Content Literacy Matter? Chapter Two: Deepening Reading Comprehension Skills and Content Knowledge Chapter Three: Effective Content Area Writing Strategies Chapter Four: Speaking and Listening in the Content Area Chapter Five: Developing Academic Language Chapter Six: Learning Centers and Student-Centered Activities Chapter Seven: Technology Tools for 21st Century Learning Chapter Eight: Helping Students Become College and Career Ready Appendix A: List of Bonus Web Downloads Appendix B: Literature Circles Resource Guide Appendix C: Resources and References Index. |
| Record Nr. | UNINA-9910787044703321 |
|
McKnight Katherine S (Katherine Siewert)
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common core literacy for math, science, and technical subjects : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight
| Common core literacy for math, science, and technical subjects : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight |
| Autore | McKnight Katherine S (Katherine Siewert) |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (263 p.) |
| Disciplina | 507.1/273 |
| Collana | Jossey-Bass teacher Common core literacy for math, science, and technical subjects |
| Soggetto topico |
Mathematics - Study and teaching - United States - Standards
Science - Study and teaching - United States - Standards |
| ISBN |
1-118-71021-5
1-118-71034-7 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Tables and Figures Acknowledgments About the Author About Staff Development for Educators Preface Chapter One: Why Does Content Literacy Matter? Chapter Two: Deepening Reading Comprehension Skills and Content Knowledge Chapter Three: Effective Content Area Writing Strategies Chapter Four: Speaking and Listening in the Content Area Chapter Five: Developing Academic Language Chapter Six: Learning Centers and Student-Centered Activities Chapter Seven: Technology Tools for 21st Century Learning Chapter Eight: Helping Students Become College and Career Ready Appendix A: List of Bonus Web Downloads Appendix B: Literature Circles Resource Guide Appendix C: Resources and References Index. |
| Record Nr. | UNINA-9910818053003321 |
|
McKnight Katherine S (Katherine Siewert)
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating cultures of thinking : the 8 forces we must master to truly transform our schools / / Ron Ritchhart
| Creating cultures of thinking : the 8 forces we must master to truly transform our schools / / Ron Ritchhart |
| Autore | Ritchhart Ron |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (387 p.) |
| Disciplina | 370.15/2 |
| Soggetto topico |
Thought and thinking - Study and teaching
Critical thinking - Study and teaching Cognition in children Educational change - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-97462-X
1-118-97506-5 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: List of Tables and Figures Acknowledgments About the Author Introduction: Demystifying Group and Organizational Culture A New Standard for Education The Forces that Shape Culture Tools for Transformation Chapter 1. The Purpose and Promise of Schools Thinking Differently about Outcomes Teaching as Enculturation Culture as the Enactment of a Story Uncovering the Old Story Taking a Hard Look at the Current Story Crafting a Different Story for Schools Enacting Our New Story, Realizing Our Vision Uncovering the Story of Your School or Classroom Chapter 2. Expectations: Recognizing How Our Beliefs Shape Our Behavior Focusing Students on the Learning vs. the Work Teaching for Understanding vs. Knowledge Encouraging Deep vs. Surface Learning Strategies Encouraging Independence vs. Dependence Developing a Growth vs. a Fixed Mindset Exploring and Developing Expectations Chapter 3. Language: Appreciating Its Subtle Yet Profound Power The Language of Thinking The Language of Community The Language of Identity The Language of Initiative The Language of Mindfulness The Language of Praise and Feedback Conclusion Becoming Proficient Users of the Languages of the Classroom Chapter 4. Time: Learning to Be Its Master Rather than Its Victim Recognizing Time as a Statement of Values Learn to Prioritize and Always Prioritize Learning Giving Thinking Time Invest Time to Make Time Manage Energy Not Time It's Time to Rethink Time Rethinking Time Chapter 5. Modeling: Seeing Ourselves through Our Students' Eyes Dispositional Apprenticeship: Being Role Models of Learning and Thinking Cognitive Apprenticeship: Making Our Thinking Visible Gradual Release of Responsibility: Modeling for Independence Interactive Modeling: Learning from Examples, Practice, and Reflection Learning from Models Modeling for the Development of Thinking, Learning, and Independence Chapter 6. Opportunities: Crafting the Vehicles for Learning Constructing Character: Using Mathematics to Understand Othello's Iago VoiceThread: Using Story Telling to Understand Migration Music 2 Save Music Categorizing, Recognizing, and Realizing Learning Opportunities Analyzing and Creating Opportunities for Learning Chapter 7. Routines: Crafting the Vehicles for Learning A Routine Is More than an Activity Using Claim-Support-Question to Delve into Number Theory in Fifth Grade More Than a Game: Differentiating Mathematics in Second Grade Making CSQ Fly in Secondary Mathematics Tools, Structures, and Patterns: Establishing Routines in the Classroom Making Thinking Routine in Our Classrooms Chapter 8. Interactions: Forging Relationships that Empower Learners New Roles for Students: Empowering Disenfranchised Learners Beyond Sit and Get: Teaching Students to Build on One Another's Ideas Building Culture through Affect and Actions Shaping Interactions through Roles Asking "Good" Questions Creating New Patterns of Discourse Promoting Interactions that Support Thinking and Learning Chapter 9. Environment: Using Space to Support Learning and Thinking New Learning in an Old Container Curating a Classroom Designing for Thinking Creating Environments to Enhance Learning and Build Culture: Four Fronts Creating Environments that Bring Out the Best in Learners Chapter 10. Moving Toward Transformation Supporting Change on a Large Scale Building a Vision across a School District Learning Together for the Long Haul Creating Opportunities Building the Capacity of Teachers to Teach One Another Forming Inquiry Action Groups to Go Deeper Sameness and Difference in the Journey to a Culture of Thinking Appendix A. My Reflections on the Learning Activities in this Class Appendix B. Ladder of Feedback Appendix C. Success Analysis Protocol Appendix D. Looking at Students' Thinking Protocol Appendix E. Six Key Principles of the Cultures of Thinking Project Appendix F. Laying the Foundation for a Culture of Thinking Appendix G. Leading a Culture of Thinking at My School: Self-Assessment Appendix H. The Development of a Culture of Thinking in My Classroom: Self-Assessment Appendix I. Assessment Ladder: Reasoning With Evidence References Index . |
| Record Nr. | UNINA-9910459700703321 |
|
Ritchhart Ron
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating cultures of thinking : the 8 forces we must master to truly transform our schools / / Ron Ritchhart
| Creating cultures of thinking : the 8 forces we must master to truly transform our schools / / Ron Ritchhart |
| Autore | Ritchhart Ron |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (387 p.) |
| Disciplina | 370.15/2 |
| Soggetto topico |
Thought and thinking - Study and teaching
Critical thinking - Study and teaching Cognition in children Educational change - United States |
| ISBN |
1-118-97462-X
1-118-97506-5 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: List of Tables and Figures Acknowledgments About the Author Introduction: Demystifying Group and Organizational Culture A New Standard for Education The Forces that Shape Culture Tools for Transformation Chapter 1. The Purpose and Promise of Schools Thinking Differently about Outcomes Teaching as Enculturation Culture as the Enactment of a Story Uncovering the Old Story Taking a Hard Look at the Current Story Crafting a Different Story for Schools Enacting Our New Story, Realizing Our Vision Uncovering the Story of Your School or Classroom Chapter 2. Expectations: Recognizing How Our Beliefs Shape Our Behavior Focusing Students on the Learning vs. the Work Teaching for Understanding vs. Knowledge Encouraging Deep vs. Surface Learning Strategies Encouraging Independence vs. Dependence Developing a Growth vs. a Fixed Mindset Exploring and Developing Expectations Chapter 3. Language: Appreciating Its Subtle Yet Profound Power The Language of Thinking The Language of Community The Language of Identity The Language of Initiative The Language of Mindfulness The Language of Praise and Feedback Conclusion Becoming Proficient Users of the Languages of the Classroom Chapter 4. Time: Learning to Be Its Master Rather than Its Victim Recognizing Time as a Statement of Values Learn to Prioritize and Always Prioritize Learning Giving Thinking Time Invest Time to Make Time Manage Energy Not Time It's Time to Rethink Time Rethinking Time Chapter 5. Modeling: Seeing Ourselves through Our Students' Eyes Dispositional Apprenticeship: Being Role Models of Learning and Thinking Cognitive Apprenticeship: Making Our Thinking Visible Gradual Release of Responsibility: Modeling for Independence Interactive Modeling: Learning from Examples, Practice, and Reflection Learning from Models Modeling for the Development of Thinking, Learning, and Independence Chapter 6. Opportunities: Crafting the Vehicles for Learning Constructing Character: Using Mathematics to Understand Othello's Iago VoiceThread: Using Story Telling to Understand Migration Music 2 Save Music Categorizing, Recognizing, and Realizing Learning Opportunities Analyzing and Creating Opportunities for Learning Chapter 7. Routines: Crafting the Vehicles for Learning A Routine Is More than an Activity Using Claim-Support-Question to Delve into Number Theory in Fifth Grade More Than a Game: Differentiating Mathematics in Second Grade Making CSQ Fly in Secondary Mathematics Tools, Structures, and Patterns: Establishing Routines in the Classroom Making Thinking Routine in Our Classrooms Chapter 8. Interactions: Forging Relationships that Empower Learners New Roles for Students: Empowering Disenfranchised Learners Beyond Sit and Get: Teaching Students to Build on One Another's Ideas Building Culture through Affect and Actions Shaping Interactions through Roles Asking "Good" Questions Creating New Patterns of Discourse Promoting Interactions that Support Thinking and Learning Chapter 9. Environment: Using Space to Support Learning and Thinking New Learning in an Old Container Curating a Classroom Designing for Thinking Creating Environments to Enhance Learning and Build Culture: Four Fronts Creating Environments that Bring Out the Best in Learners Chapter 10. Moving Toward Transformation Supporting Change on a Large Scale Building a Vision across a School District Learning Together for the Long Haul Creating Opportunities Building the Capacity of Teachers to Teach One Another Forming Inquiry Action Groups to Go Deeper Sameness and Difference in the Journey to a Culture of Thinking Appendix A. My Reflections on the Learning Activities in this Class Appendix B. Ladder of Feedback Appendix C. Success Analysis Protocol Appendix D. Looking at Students' Thinking Protocol Appendix E. Six Key Principles of the Cultures of Thinking Project Appendix F. Laying the Foundation for a Culture of Thinking Appendix G. Leading a Culture of Thinking at My School: Self-Assessment Appendix H. The Development of a Culture of Thinking in My Classroom: Self-Assessment Appendix I. Assessment Ladder: Reasoning With Evidence References Index . |
| Record Nr. | UNINA-9910787406403321 |
|
Ritchhart Ron
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating cultures of thinking : the 8 forces we must master to truly transform our schools / / Ron Ritchhart
| Creating cultures of thinking : the 8 forces we must master to truly transform our schools / / Ron Ritchhart |
| Autore | Ritchhart Ron |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (387 p.) |
| Disciplina | 370.15/2 |
| Soggetto topico |
Thought and thinking - Study and teaching
Critical thinking - Study and teaching Cognition in children Educational change - United States |
| ISBN |
1-118-97462-X
1-118-97506-5 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: List of Tables and Figures Acknowledgments About the Author Introduction: Demystifying Group and Organizational Culture A New Standard for Education The Forces that Shape Culture Tools for Transformation Chapter 1. The Purpose and Promise of Schools Thinking Differently about Outcomes Teaching as Enculturation Culture as the Enactment of a Story Uncovering the Old Story Taking a Hard Look at the Current Story Crafting a Different Story for Schools Enacting Our New Story, Realizing Our Vision Uncovering the Story of Your School or Classroom Chapter 2. Expectations: Recognizing How Our Beliefs Shape Our Behavior Focusing Students on the Learning vs. the Work Teaching for Understanding vs. Knowledge Encouraging Deep vs. Surface Learning Strategies Encouraging Independence vs. Dependence Developing a Growth vs. a Fixed Mindset Exploring and Developing Expectations Chapter 3. Language: Appreciating Its Subtle Yet Profound Power The Language of Thinking The Language of Community The Language of Identity The Language of Initiative The Language of Mindfulness The Language of Praise and Feedback Conclusion Becoming Proficient Users of the Languages of the Classroom Chapter 4. Time: Learning to Be Its Master Rather than Its Victim Recognizing Time as a Statement of Values Learn to Prioritize and Always Prioritize Learning Giving Thinking Time Invest Time to Make Time Manage Energy Not Time It's Time to Rethink Time Rethinking Time Chapter 5. Modeling: Seeing Ourselves through Our Students' Eyes Dispositional Apprenticeship: Being Role Models of Learning and Thinking Cognitive Apprenticeship: Making Our Thinking Visible Gradual Release of Responsibility: Modeling for Independence Interactive Modeling: Learning from Examples, Practice, and Reflection Learning from Models Modeling for the Development of Thinking, Learning, and Independence Chapter 6. Opportunities: Crafting the Vehicles for Learning Constructing Character: Using Mathematics to Understand Othello's Iago VoiceThread: Using Story Telling to Understand Migration Music 2 Save Music Categorizing, Recognizing, and Realizing Learning Opportunities Analyzing and Creating Opportunities for Learning Chapter 7. Routines: Crafting the Vehicles for Learning A Routine Is More than an Activity Using Claim-Support-Question to Delve into Number Theory in Fifth Grade More Than a Game: Differentiating Mathematics in Second Grade Making CSQ Fly in Secondary Mathematics Tools, Structures, and Patterns: Establishing Routines in the Classroom Making Thinking Routine in Our Classrooms Chapter 8. Interactions: Forging Relationships that Empower Learners New Roles for Students: Empowering Disenfranchised Learners Beyond Sit and Get: Teaching Students to Build on One Another's Ideas Building Culture through Affect and Actions Shaping Interactions through Roles Asking "Good" Questions Creating New Patterns of Discourse Promoting Interactions that Support Thinking and Learning Chapter 9. Environment: Using Space to Support Learning and Thinking New Learning in an Old Container Curating a Classroom Designing for Thinking Creating Environments to Enhance Learning and Build Culture: Four Fronts Creating Environments that Bring Out the Best in Learners Chapter 10. Moving Toward Transformation Supporting Change on a Large Scale Building a Vision across a School District Learning Together for the Long Haul Creating Opportunities Building the Capacity of Teachers to Teach One Another Forming Inquiry Action Groups to Go Deeper Sameness and Difference in the Journey to a Culture of Thinking Appendix A. My Reflections on the Learning Activities in this Class Appendix B. Ladder of Feedback Appendix C. Success Analysis Protocol Appendix D. Looking at Students' Thinking Protocol Appendix E. Six Key Principles of the Cultures of Thinking Project Appendix F. Laying the Foundation for a Culture of Thinking Appendix G. Leading a Culture of Thinking at My School: Self-Assessment Appendix H. The Development of a Culture of Thinking in My Classroom: Self-Assessment Appendix I. Assessment Ladder: Reasoning With Evidence References Index . |
| Record Nr. | UNINA-9910812028203321 |
|
Ritchhart Ron
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating significant learning experiences [[electronic resource] ] : an integrated approach to designing college courses / / L. Dee Fink
| Creating significant learning experiences [[electronic resource] ] : an integrated approach to designing college courses / / L. Dee Fink |
| Autore | Fink L. Dee <1940-> |
| Edizione | [Rev. and updated ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (354 p.) |
| Disciplina | 378.1/250973 |
| Collana | The Jossey-Bass higher and adult education series |
| Soggetto topico |
College teaching - United States
Education, Higher - Curricula - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-41632-5
1-118-41901-4 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Creating Significant Learning Experiences, Revised and Updated: An Integrated Approach to Designing College Courses; Copyright; Contents; Note to Updated Edition; Preface; Central Message; Significant Learning; Integrated Course Design; Better Organizational Support; Plan of the Book; Web Site on Significant Learning; Acknowledgments; The Author; Chapter 1: Creating Significant Learning Experiences: The Key to Quality in Educational Programs; How Satisfactory Are Current Forms of Instruction?; Cause of These Shortcomings; Are People Concerned About These Problems?
Base Need: Significant Learning Experiences for StudentsSignificant Learning Experiences; An Analogy; Faculty: Ready for Change?; Institutional Change: Coming, Ready or Not!; The Forces Driving Institutional Change; Leading Toward the Right Kind of Change; Are Significantly Better Kinds of Learning Really Possible?; New Paradigms for Teaching; New Forms of Teaching; The Significance of Learning About Course Design; Potential Impact on Problems Faced by Teachers; Overall Significance of Learning About Course Design; An Invitation to a New Way of Thinking About Teaching Chapter 2: A Taxonomy of Significant LearningBeginning the Journey; What Makes Learning Significant?; Major Categories in the Taxonomy of Significant Learning; Interactive Nature of Significant Learning; Formulating Course Goals Around Significant Learning; General Version; Developing Course-Specific Learning Goals; Significant Learning and the Literature on College Teaching; General Curricular Goals; Paradigm Shift; Does the Learning-Centered Paradigm Abandon Content?; How Do We Achieve Significant Learning?; Chapter 3: Designing Significant Learning Experiences I: Getting Started Three Basic Ways of Putting a Course TogetherIntegrated Course Design: A New Model; Backward Design; A Key Feature: Integrated Components; Getting Started with Designing a Course; Initial Phase: Build Strong Primary Components; Step One: Identify Important Situational Factors; Step Two: Identify Important Learning Goals; Step Three: Formulate Appropriate Feedback and Assessment Procedures; The Psychology of Feedback and Assessment; Summary of Suggestions for Feedback and Assessment; Review of the Course Design Process Thus Far Chapter 4: Designing Significant Learning Experiences ii: Shaping the Learning ExperienceInitial Phase, Continued; Step Four: Select Effective Teaching and Learning Activities; Step Five: Make Sure the Primary Components Are Integrated; Assessment of the Initial Phase; Intermediate Phase: Assemble the Primary Components into a Coherent Whole; Step Six: Create a Thematic Structure for the Course; Step Seven: Select or Create a Teaching Strategy; Step Eight: Integrate the Course Structure and the Instructional Strategy to Create an Overall Scheme of Learning Activities Final Phase: Four Tasks to Finish the Design |
| Record Nr. | UNINA-9910453001303321 |
|
Fink L. Dee <1940->
|
||
| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating significant learning experiences [[electronic resource] ] : an integrated approach to designing college courses / / L. Dee Fink
| Creating significant learning experiences [[electronic resource] ] : an integrated approach to designing college courses / / L. Dee Fink |
| Autore | Fink L. Dee <1940-> |
| Edizione | [Rev. and updated ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (354 p.) |
| Disciplina | 378.1/250973 |
| Collana | The Jossey-Bass higher and adult education series |
| Soggetto topico |
College teaching - United States
Education, Higher - Curricula - United States |
| ISBN |
1-118-41632-5
1-118-41901-4 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Creating Significant Learning Experiences, Revised and Updated: An Integrated Approach to Designing College Courses; Copyright; Contents; Note to Updated Edition; Preface; Central Message; Significant Learning; Integrated Course Design; Better Organizational Support; Plan of the Book; Web Site on Significant Learning; Acknowledgments; The Author; Chapter 1: Creating Significant Learning Experiences: The Key to Quality in Educational Programs; How Satisfactory Are Current Forms of Instruction?; Cause of These Shortcomings; Are People Concerned About These Problems?
Base Need: Significant Learning Experiences for StudentsSignificant Learning Experiences; An Analogy; Faculty: Ready for Change?; Institutional Change: Coming, Ready or Not!; The Forces Driving Institutional Change; Leading Toward the Right Kind of Change; Are Significantly Better Kinds of Learning Really Possible?; New Paradigms for Teaching; New Forms of Teaching; The Significance of Learning About Course Design; Potential Impact on Problems Faced by Teachers; Overall Significance of Learning About Course Design; An Invitation to a New Way of Thinking About Teaching Chapter 2: A Taxonomy of Significant LearningBeginning the Journey; What Makes Learning Significant?; Major Categories in the Taxonomy of Significant Learning; Interactive Nature of Significant Learning; Formulating Course Goals Around Significant Learning; General Version; Developing Course-Specific Learning Goals; Significant Learning and the Literature on College Teaching; General Curricular Goals; Paradigm Shift; Does the Learning-Centered Paradigm Abandon Content?; How Do We Achieve Significant Learning?; Chapter 3: Designing Significant Learning Experiences I: Getting Started Three Basic Ways of Putting a Course TogetherIntegrated Course Design: A New Model; Backward Design; A Key Feature: Integrated Components; Getting Started with Designing a Course; Initial Phase: Build Strong Primary Components; Step One: Identify Important Situational Factors; Step Two: Identify Important Learning Goals; Step Three: Formulate Appropriate Feedback and Assessment Procedures; The Psychology of Feedback and Assessment; Summary of Suggestions for Feedback and Assessment; Review of the Course Design Process Thus Far Chapter 4: Designing Significant Learning Experiences ii: Shaping the Learning ExperienceInitial Phase, Continued; Step Four: Select Effective Teaching and Learning Activities; Step Five: Make Sure the Primary Components Are Integrated; Assessment of the Initial Phase; Intermediate Phase: Assemble the Primary Components into a Coherent Whole; Step Six: Create a Thematic Structure for the Course; Step Seven: Select or Create a Teaching Strategy; Step Eight: Integrate the Course Structure and the Instructional Strategy to Create an Overall Scheme of Learning Activities Final Phase: Four Tasks to Finish the Design |
| Record Nr. | UNINA-9910790589903321 |
|
Fink L. Dee <1940->
|
||
| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating significant learning experiences [[electronic resource] ] : an integrated approach to designing college courses / / L. Dee Fink
| Creating significant learning experiences [[electronic resource] ] : an integrated approach to designing college courses / / L. Dee Fink |
| Autore | Fink L. Dee <1940-> |
| Edizione | [Rev. and updated ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (354 p.) |
| Disciplina | 378.1/250973 |
| Collana | The Jossey-Bass higher and adult education series |
| Soggetto topico |
College teaching - United States
Education, Higher - Curricula - United States |
| ISBN |
1-118-41632-5
1-118-41901-4 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Creating Significant Learning Experiences, Revised and Updated: An Integrated Approach to Designing College Courses; Copyright; Contents; Note to Updated Edition; Preface; Central Message; Significant Learning; Integrated Course Design; Better Organizational Support; Plan of the Book; Web Site on Significant Learning; Acknowledgments; The Author; Chapter 1: Creating Significant Learning Experiences: The Key to Quality in Educational Programs; How Satisfactory Are Current Forms of Instruction?; Cause of These Shortcomings; Are People Concerned About These Problems?
Base Need: Significant Learning Experiences for StudentsSignificant Learning Experiences; An Analogy; Faculty: Ready for Change?; Institutional Change: Coming, Ready or Not!; The Forces Driving Institutional Change; Leading Toward the Right Kind of Change; Are Significantly Better Kinds of Learning Really Possible?; New Paradigms for Teaching; New Forms of Teaching; The Significance of Learning About Course Design; Potential Impact on Problems Faced by Teachers; Overall Significance of Learning About Course Design; An Invitation to a New Way of Thinking About Teaching Chapter 2: A Taxonomy of Significant LearningBeginning the Journey; What Makes Learning Significant?; Major Categories in the Taxonomy of Significant Learning; Interactive Nature of Significant Learning; Formulating Course Goals Around Significant Learning; General Version; Developing Course-Specific Learning Goals; Significant Learning and the Literature on College Teaching; General Curricular Goals; Paradigm Shift; Does the Learning-Centered Paradigm Abandon Content?; How Do We Achieve Significant Learning?; Chapter 3: Designing Significant Learning Experiences I: Getting Started Three Basic Ways of Putting a Course TogetherIntegrated Course Design: A New Model; Backward Design; A Key Feature: Integrated Components; Getting Started with Designing a Course; Initial Phase: Build Strong Primary Components; Step One: Identify Important Situational Factors; Step Two: Identify Important Learning Goals; Step Three: Formulate Appropriate Feedback and Assessment Procedures; The Psychology of Feedback and Assessment; Summary of Suggestions for Feedback and Assessment; Review of the Course Design Process Thus Far Chapter 4: Designing Significant Learning Experiences ii: Shaping the Learning ExperienceInitial Phase, Continued; Step Four: Select Effective Teaching and Learning Activities; Step Five: Make Sure the Primary Components Are Integrated; Assessment of the Initial Phase; Intermediate Phase: Assemble the Primary Components into a Coherent Whole; Step Six: Create a Thematic Structure for the Course; Step Seven: Select or Create a Teaching Strategy; Step Eight: Integrate the Course Structure and the Instructional Strategy to Create an Overall Scheme of Learning Activities Final Phase: Four Tasks to Finish the Design |
| Record Nr. | UNINA-9910825518703321 |
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Fink L. Dee <1940->
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| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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