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The together teacher [[electronic resource] ] : plan ahead, get organized, and save time! / / Maia Heyck-Merlin ; foreword by Norman Atkins
| The together teacher [[electronic resource] ] : plan ahead, get organized, and save time! / / Maia Heyck-Merlin ; foreword by Norman Atkins |
| Autore | Heyck-Merlin Maia <1977-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (354 p.) |
| Disciplina | 371.102 |
| Altri autori (Persone) | AtkinsNorman |
| Soggetto topico |
Teachers - Time management
Lesson planning |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-23888-5
1-280-67189-0 9786613648822 1-118-22539-2 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Get clear on what matters -- pt. 2. Take the long view -- pt. 3. Narrow your view -- pt. 4. All that other stuff! -- pt. 5. Become a together teacher. |
| Record Nr. | UNINA-9910461611603321 |
Heyck-Merlin Maia <1977->
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The together teacher [[electronic resource] ] : plan ahead, get organized, and save time! / / Maia Heyck-Merlin ; foreword by Norman Atkins
| The together teacher [[electronic resource] ] : plan ahead, get organized, and save time! / / Maia Heyck-Merlin ; foreword by Norman Atkins |
| Autore | Heyck-Merlin Maia <1977-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (354 p.) |
| Disciplina | 371.102 |
| Altri autori (Persone) | AtkinsNorman |
| Soggetto topico |
Teachers - Time management
Lesson planning |
| ISBN |
1-118-23888-5
1-280-67189-0 9786613648822 1-118-22539-2 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Get clear on what matters -- pt. 2. Take the long view -- pt. 3. Narrow your view -- pt. 4. All that other stuff! -- pt. 5. Become a together teacher. |
| Record Nr. | UNINA-9910790279703321 |
|
Heyck-Merlin Maia <1977->
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The together teacher [[electronic resource] ] : plan ahead, get organized, and save time! / / Maia Heyck-Merlin ; foreword by Norman Atkins
| The together teacher [[electronic resource] ] : plan ahead, get organized, and save time! / / Maia Heyck-Merlin ; foreword by Norman Atkins |
| Autore | Heyck-Merlin Maia <1977-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (354 p.) |
| Disciplina | 371.102 |
| Altri autori (Persone) | AtkinsNorman |
| Soggetto topico |
Teachers - Time management
Lesson planning |
| ISBN |
1-118-23888-5
1-280-67189-0 9786613648822 1-118-22539-2 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Get clear on what matters -- pt. 2. Take the long view -- pt. 3. Narrow your view -- pt. 4. All that other stuff! -- pt. 5. Become a together teacher. |
| Record Nr. | UNINA-9910826775303321 |
|
Heyck-Merlin Maia <1977->
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transformational literacy : making the common core shift with work that matters / / Ron Berger [and five others]
| Transformational literacy : making the common core shift with work that matters / / Ron Berger [and five others] |
| Autore | Berger Ron <1954-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Expeditionary Learning : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (321 p.) |
| Disciplina | 428.0071/2 |
| Soggetto topico |
Language arts - United States
Transformative learning - United States Education - Standards - United States - States |
| ISBN |
1-118-96225-7
1-118-96224-9 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
TRANSFORMATIONAL LITERACY: Making the Common Core Shift with Work That Matters; Contents; DVD Contents; Preface; Acknowledgments; About the Authors; About Expeditionary Learning; Introduction: Embracing Challenge; THE OPPORTUNITY OF THE COMMON CORE STATE STANDARDS; LEVERAGING THE SHIFTS; MAKING THE MOST OF THIS BOOK; Part one UNLOCKING THE POWER OF INFORMATIONAL AND LITERARY TEXTS; Part one Introduction; THE CENTRALITY OF INFORMATIONAL TEXT; Leveraging This Instructional Shift; WHY THIS PRACTICE MATTERS; Fostering Students' Natural Curiosity and Motivation to Learn about the World
Building Knowledge and Tools for Lifelong Learning Connecting Reading with Purpose; Equity and Engagement; Chapter 1 Choosing Worthy Texts; CREATING TEXT-RICH CLASSROOMS; Strike the Right Balance; Build Rich Sets of Informational and Literary Texts; WHAT IS TEXT ANYWAY?; Make "Outside the Box" Text Choices; Seek Out Great Informational Texts; FINDING TEXTS THAT MEET THE STANDARDS; Analyze Anchor Texts; A VOLUME OF READING; Build in Plenty of Time to Read for Research; Build in Plenty of Time to Read for Pleasure; Chapter 2 Bringing Text to Life; REASONS TO READ Teach Content through Case Studies Introduce New Topics with the Building Background Knowledge (BBK) Workshop; Overview of Steps in the BBK; TEXT AS TEACHER: USING TEXT TO TEACH CONTENT AND LITERACY IN YOUR DISCIPLINE; Part one Conclusion; CRITICAL MOVES FOR MAKING THIS SHIFT; COMMON CHALLENGES; Settling for Anchor Texts That Are Not Worthy; Limiting Reading Only to "Worthy" Texts; Focusing Too Much on One Type of Text; Asking Students to Read Challenging Texts without Building Their Skills to Do So; Overscaffolding Students' Experience with Text; Too Much Telling; WHAT TO EXPECT; Beginning Plan Focusing Questions |
| Record Nr. | UNINA-9910786887303321 |
|
Berger Ron <1954->
|
||
| San Francisco, California : , : Expeditionary Learning : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transformational literacy : making the common core shift with work that matters / / Ron Berger [and five others]
| Transformational literacy : making the common core shift with work that matters / / Ron Berger [and five others] |
| Autore | Berger Ron <1954-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Expeditionary Learning : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (321 p.) |
| Disciplina | 428.0071/2 |
| Soggetto topico |
Language arts - United States
Transformative learning - United States Education - Standards - United States - States |
| ISBN |
1-118-96225-7
1-118-96224-9 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
TRANSFORMATIONAL LITERACY: Making the Common Core Shift with Work That Matters; Contents; DVD Contents; Preface; Acknowledgments; About the Authors; About Expeditionary Learning; Introduction: Embracing Challenge; THE OPPORTUNITY OF THE COMMON CORE STATE STANDARDS; LEVERAGING THE SHIFTS; MAKING THE MOST OF THIS BOOK; Part one UNLOCKING THE POWER OF INFORMATIONAL AND LITERARY TEXTS; Part one Introduction; THE CENTRALITY OF INFORMATIONAL TEXT; Leveraging This Instructional Shift; WHY THIS PRACTICE MATTERS; Fostering Students' Natural Curiosity and Motivation to Learn about the World
Building Knowledge and Tools for Lifelong Learning Connecting Reading with Purpose; Equity and Engagement; Chapter 1 Choosing Worthy Texts; CREATING TEXT-RICH CLASSROOMS; Strike the Right Balance; Build Rich Sets of Informational and Literary Texts; WHAT IS TEXT ANYWAY?; Make "Outside the Box" Text Choices; Seek Out Great Informational Texts; FINDING TEXTS THAT MEET THE STANDARDS; Analyze Anchor Texts; A VOLUME OF READING; Build in Plenty of Time to Read for Research; Build in Plenty of Time to Read for Pleasure; Chapter 2 Bringing Text to Life; REASONS TO READ Teach Content through Case Studies Introduce New Topics with the Building Background Knowledge (BBK) Workshop; Overview of Steps in the BBK; TEXT AS TEACHER: USING TEXT TO TEACH CONTENT AND LITERACY IN YOUR DISCIPLINE; Part one Conclusion; CRITICAL MOVES FOR MAKING THIS SHIFT; COMMON CHALLENGES; Settling for Anchor Texts That Are Not Worthy; Limiting Reading Only to "Worthy" Texts; Focusing Too Much on One Type of Text; Asking Students to Read Challenging Texts without Building Their Skills to Do So; Overscaffolding Students' Experience with Text; Too Much Telling; WHAT TO EXPECT; Beginning Plan Focusing Questions |
| Record Nr. | UNINA-9910813391703321 |
|
Berger Ron <1954->
|
||
| San Francisco, California : , : Expeditionary Learning : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transformational literacy : making the common core shift with work that matters / / Ron Berger [and five others]
| Transformational literacy : making the common core shift with work that matters / / Ron Berger [and five others] |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Expeditionary Learning : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (321 p.) |
| Disciplina | 428.0071/2 |
| Soggetto topico |
Language arts - United States
Transformative learning - United States Education - Standards - United States - States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-96224-9 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
TRANSFORMATIONAL LITERACY: Making the Common Core Shift with Work That Matters; Contents; DVD Contents; Preface; Acknowledgments; About the Authors; About Expeditionary Learning; Introduction: Embracing Challenge; THE OPPORTUNITY OF THE COMMON CORE STATE STANDARDS; LEVERAGING THE SHIFTS; MAKING THE MOST OF THIS BOOK; Part one UNLOCKING THE POWER OF INFORMATIONAL AND LITERARY TEXTS; Part one Introduction; THE CENTRALITY OF INFORMATIONAL TEXT; Leveraging This Instructional Shift; WHY THIS PRACTICE MATTERS; Fostering Students' Natural Curiosity and Motivation to Learn about the World
Building Knowledge and Tools for Lifelong Learning Connecting Reading with Purpose; Equity and Engagement; Chapter 1 Choosing Worthy Texts; CREATING TEXT-RICH CLASSROOMS; Strike the Right Balance; Build Rich Sets of Informational and Literary Texts; WHAT IS TEXT ANYWAY?; Make "Outside the Box" Text Choices; Seek Out Great Informational Texts; FINDING TEXTS THAT MEET THE STANDARDS; Analyze Anchor Texts; A VOLUME OF READING; Build in Plenty of Time to Read for Research; Build in Plenty of Time to Read for Pleasure; Chapter 2 Bringing Text to Life; REASONS TO READ Teach Content through Case Studies Introduce New Topics with the Building Background Knowledge (BBK) Workshop; Overview of Steps in the BBK; TEXT AS TEACHER: USING TEXT TO TEACH CONTENT AND LITERACY IN YOUR DISCIPLINE; Part one Conclusion; CRITICAL MOVES FOR MAKING THIS SHIFT; COMMON CHALLENGES; Settling for Anchor Texts That Are Not Worthy; Limiting Reading Only to "Worthy" Texts; Focusing Too Much on One Type of Text; Asking Students to Read Challenging Texts without Building Their Skills to Do So; Overscaffolding Students' Experience with Text; Too Much Telling; WHAT TO EXPECT; Beginning Plan Focusing Questions |
| Record Nr. | UNINA-9910465424603321 |
| San Francisco, California : , : Expeditionary Learning : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transforming schools : using project-based deeper learning, performance assessment, and common core standards / / Bob Lenz; with Justin Wells and Sally Kingston
| Transforming schools : using project-based deeper learning, performance assessment, and common core standards / / Bob Lenz; with Justin Wells and Sally Kingston |
| Autore | Lenz Bob |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, [California] : , : John Wiley & Sons, , 2015 |
| Descrizione fisica | 1 online resource (306 p.) |
| Disciplina | 371.3/6 |
| Soggetto topico | Project method in teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-73966-3
1-118-73970-1 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; Video Contents; Acknowledgments; About the Authors; Foreword by Tony Wagner; Introduction: Why Learning Must Go Deeper; Chapter 1 Transforming the Graduate; Why Schools Need to Redefine Graduation; ""Mapping Backwards"" from Graduation; Defining Success: Know, Do, and Reflect; The Envision Schools Graduate Profile; The Nuts and Bolts of Envision's Deeper Learning Student Assessment System; Five Proficient Artifacts; Five Artifact Reflections That Include the Four C's; The Cover Letter; The Digital Element; Proficient Defense of Three Artifacts
The Power of Portfolio Defense So That's the Goal; How Do We Get There?; The Rest of Kaleb's Story; References; Chapter 2 Designing a Standards-Aligned Performance Assessment System; Performance Assessment Defined-and Refined; An Old Pedagogy for a Newly Demanding World; The Envision Performance Assessment System; Key Features of the System; The List of Performance Assessments Is Short; The Performance Assessments Distill the Standards; None of the Performance Assessments Is Tied to a Particular Subject Discipline; The Rubrics Are Commonly Shared; Designing Performance Assessments A Scientific Inquiry: Disaster in the Gulf A Textual Analysis: Dante's Inferno; The Challenges Are the Strengths; The Challenge: Performance Assessment Is "Costly"; The Challenge: Performance Assessment Design Is Complex; The Challenge: Performance Assessment Tries to Measure Skills That Are Hard to Measure; The Challenge: Performance Assessment Is Hard to Score Reliably; The Tailwind of the Common Core; References; Chapter 3 Project-Based Learning-It's the How (and the Why); Why Project-Based Learning; What We Mean by ""PBL""; What PBL Isn't; PBL Is Not an End in Itself; PBL Is Not New PBL Is Not "All or Nothing"A Tool for the Challenges That Face Us; Common Core = Performance Assessment = PBL; Deeper Learning Outcomes by Design, Not by Osmosis; Giving Graduate Defenses Something to Defend; How PBL Works at Envision Schools; PBL Tips, Envision Style; Start with Your Curricular Goals; Project Planning: Give It Everything You've Got; Craft a Good Driving Question (But Don't Overestimate It); "What Will Thrill the Audience?" Design for the Final Product; Define Your Benchmarks; Demand Proposals at Every Opportunity; Don't Act as "Grader"; Be a Traffic Cop; Think Revision Good Assessment Will Follow PBL Night Lights; Reflect on What's Been Learned; PBL Can Start in Your Classroom; Ask, "What's the Creative Next Step?"; Reverse the Order: First the Challenge, Then the Instruction; Put Your Unit in the Form of a Question; Get Students Conducting Interviews; Answering the Skeptics; Coverage Fallacy; Rigor Fallacy; Demographic Fallacy; What Students Remember: The Story of Their Education; References; Chapter 4 Transforming School Culture; Envision Schools Culture; Ability Is Not Fixed; Through Effort, It Grows; Failure Is Essential to Learning Revision Is the Route to Mastery |
| Record Nr. | UNINA-9910460626603321 |
|
Lenz Bob
|
||
| San Francisco, [California] : , : John Wiley & Sons, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transforming schools : using project-based deeper learning, performance assessment, and common core standards / / Bob Lenz; with Justin Wells and Sally Kingston
| Transforming schools : using project-based deeper learning, performance assessment, and common core standards / / Bob Lenz; with Justin Wells and Sally Kingston |
| Autore | Lenz Bob |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, [California] : , : John Wiley & Sons, , 2015 |
| Descrizione fisica | 1 online resource (306 p.) |
| Disciplina | 371.3/6 |
| Soggetto topico | Project method in teaching |
| ISBN |
1-118-73966-3
1-118-73970-1 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; Video Contents; Acknowledgments; About the Authors; Foreword by Tony Wagner; Introduction: Why Learning Must Go Deeper; Chapter 1 Transforming the Graduate; Why Schools Need to Redefine Graduation; ""Mapping Backwards"" from Graduation; Defining Success: Know, Do, and Reflect; The Envision Schools Graduate Profile; The Nuts and Bolts of Envision's Deeper Learning Student Assessment System; Five Proficient Artifacts; Five Artifact Reflections That Include the Four C's; The Cover Letter; The Digital Element; Proficient Defense of Three Artifacts
The Power of Portfolio Defense So That's the Goal; How Do We Get There?; The Rest of Kaleb's Story; References; Chapter 2 Designing a Standards-Aligned Performance Assessment System; Performance Assessment Defined-and Refined; An Old Pedagogy for a Newly Demanding World; The Envision Performance Assessment System; Key Features of the System; The List of Performance Assessments Is Short; The Performance Assessments Distill the Standards; None of the Performance Assessments Is Tied to a Particular Subject Discipline; The Rubrics Are Commonly Shared; Designing Performance Assessments A Scientific Inquiry: Disaster in the Gulf A Textual Analysis: Dante's Inferno; The Challenges Are the Strengths; The Challenge: Performance Assessment Is "Costly"; The Challenge: Performance Assessment Design Is Complex; The Challenge: Performance Assessment Tries to Measure Skills That Are Hard to Measure; The Challenge: Performance Assessment Is Hard to Score Reliably; The Tailwind of the Common Core; References; Chapter 3 Project-Based Learning-It's the How (and the Why); Why Project-Based Learning; What We Mean by ""PBL""; What PBL Isn't; PBL Is Not an End in Itself; PBL Is Not New PBL Is Not "All or Nothing"A Tool for the Challenges That Face Us; Common Core = Performance Assessment = PBL; Deeper Learning Outcomes by Design, Not by Osmosis; Giving Graduate Defenses Something to Defend; How PBL Works at Envision Schools; PBL Tips, Envision Style; Start with Your Curricular Goals; Project Planning: Give It Everything You've Got; Craft a Good Driving Question (But Don't Overestimate It); "What Will Thrill the Audience?" Design for the Final Product; Define Your Benchmarks; Demand Proposals at Every Opportunity; Don't Act as "Grader"; Be a Traffic Cop; Think Revision Good Assessment Will Follow PBL Night Lights; Reflect on What's Been Learned; PBL Can Start in Your Classroom; Ask, "What's the Creative Next Step?"; Reverse the Order: First the Challenge, Then the Instruction; Put Your Unit in the Form of a Question; Get Students Conducting Interviews; Answering the Skeptics; Coverage Fallacy; Rigor Fallacy; Demographic Fallacy; What Students Remember: The Story of Their Education; References; Chapter 4 Transforming School Culture; Envision Schools Culture; Ability Is Not Fixed; Through Effort, It Grows; Failure Is Essential to Learning Revision Is the Route to Mastery |
| Record Nr. | UNINA-9910787463403321 |
|
Lenz Bob
|
||
| San Francisco, [California] : , : John Wiley & Sons, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transforming schools : using project-based deeper learning, performance assessment, and common core standards / / Bob Lenz; with Justin Wells and Sally Kingston
| Transforming schools : using project-based deeper learning, performance assessment, and common core standards / / Bob Lenz; with Justin Wells and Sally Kingston |
| Autore | Lenz Bob |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, [California] : , : John Wiley & Sons, , 2015 |
| Descrizione fisica | 1 online resource (306 p.) |
| Disciplina | 371.3/6 |
| Soggetto topico | Project method in teaching |
| ISBN |
1-118-73966-3
1-118-73970-1 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; Video Contents; Acknowledgments; About the Authors; Foreword by Tony Wagner; Introduction: Why Learning Must Go Deeper; Chapter 1 Transforming the Graduate; Why Schools Need to Redefine Graduation; ""Mapping Backwards"" from Graduation; Defining Success: Know, Do, and Reflect; The Envision Schools Graduate Profile; The Nuts and Bolts of Envision's Deeper Learning Student Assessment System; Five Proficient Artifacts; Five Artifact Reflections That Include the Four C's; The Cover Letter; The Digital Element; Proficient Defense of Three Artifacts
The Power of Portfolio Defense So That's the Goal; How Do We Get There?; The Rest of Kaleb's Story; References; Chapter 2 Designing a Standards-Aligned Performance Assessment System; Performance Assessment Defined-and Refined; An Old Pedagogy for a Newly Demanding World; The Envision Performance Assessment System; Key Features of the System; The List of Performance Assessments Is Short; The Performance Assessments Distill the Standards; None of the Performance Assessments Is Tied to a Particular Subject Discipline; The Rubrics Are Commonly Shared; Designing Performance Assessments A Scientific Inquiry: Disaster in the Gulf A Textual Analysis: Dante's Inferno; The Challenges Are the Strengths; The Challenge: Performance Assessment Is "Costly"; The Challenge: Performance Assessment Design Is Complex; The Challenge: Performance Assessment Tries to Measure Skills That Are Hard to Measure; The Challenge: Performance Assessment Is Hard to Score Reliably; The Tailwind of the Common Core; References; Chapter 3 Project-Based Learning-It's the How (and the Why); Why Project-Based Learning; What We Mean by ""PBL""; What PBL Isn't; PBL Is Not an End in Itself; PBL Is Not New PBL Is Not "All or Nothing"A Tool for the Challenges That Face Us; Common Core = Performance Assessment = PBL; Deeper Learning Outcomes by Design, Not by Osmosis; Giving Graduate Defenses Something to Defend; How PBL Works at Envision Schools; PBL Tips, Envision Style; Start with Your Curricular Goals; Project Planning: Give It Everything You've Got; Craft a Good Driving Question (But Don't Overestimate It); "What Will Thrill the Audience?" Design for the Final Product; Define Your Benchmarks; Demand Proposals at Every Opportunity; Don't Act as "Grader"; Be a Traffic Cop; Think Revision Good Assessment Will Follow PBL Night Lights; Reflect on What's Been Learned; PBL Can Start in Your Classroom; Ask, "What's the Creative Next Step?"; Reverse the Order: First the Challenge, Then the Instruction; Put Your Unit in the Form of a Question; Get Students Conducting Interviews; Answering the Skeptics; Coverage Fallacy; Rigor Fallacy; Demographic Fallacy; What Students Remember: The Story of Their Education; References; Chapter 4 Transforming School Culture; Envision Schools Culture; Ability Is Not Fixed; Through Effort, It Grows; Failure Is Essential to Learning Revision Is the Route to Mastery |
| Record Nr. | UNINA-9910819648903321 |
|
Lenz Bob
|
||
| San Francisco, [California] : , : John Wiley & Sons, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
We're born to learn : using the brain's natural learning process to create today's curriculum / / Rita Smilkstein
| We're born to learn : using the brain's natural learning process to create today's curriculum / / Rita Smilkstein |
| Autore | Smilkstein Rita |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2011 |
| Descrizione fisica | 1 online resource (xvii, 248 pages) : illustrations |
| Disciplina | 370.1523 |
| Collana | Gale eBooks |
| Soggetto topico |
Learning
Curriculum planning Brain - Research |
| ISBN |
1-4522-9565-4
1-4522-7506-8 1-4522-9854-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Foreword; Preface to the New Edition; About the Author; Introduction; PART I: Research in the Classroom and in the Brain Lab; 1 - Learning and Teaching; 2 - How People Learn; 3 - How the Brain Learns; 4 - Personal Experience, Individual Differences, and Learning; 5 - The Student's Experience; PART II: Theory and Application; 6 - Sequencing of the Curriculum; 7 - The Pedagogical Model and Guidelines; PART III: Using the Brain's Natural Learning Process to Create Curricula; 8 - Brain-Based,Natural Learning Across the Curriculum
9 - Curriculum Development for Units, Courses, and ProgramsReferences; Index |
| Altri titoli varianti | We are born to learn |
| Record Nr. | UNINA-9910786229903321 |
|
Smilkstein Rita
|
||
| Thousand Oaks, Calif., : Corwin, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
