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Dimensions of learning teachers manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Dimensions of learning teachers manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Autore Marzano Robert J
Edizione [2nd ed.]
Pubbl/distr/stampa Alexandria, Va., : ASCD
Descrizione fisica 1 online resource (375 p.)
Disciplina 371.102
Altri autori (Persone) PickeringDebra
ArredondoDaisy E
Soggetto topico Elementary school teaching
High school teaching
Middle school teaching
Junior high school teaching
Teaching - Aids and devices
ISBN 1-283-11066-0
9786613110664
1-4166-1344-7
1-4166-1343-9
1-4166-1342-0
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; Title Page; Copyright; Table of Contents; Acknowledgments; Introduction; Overview; What Is Dimensions of Learning?; Dimension 1: Attitudes and Perceptions; Introduction; Helping Students Develop Positive Attitudes and Perceptions About Classroom Climate; Feel Accepted by Teachers and Peers; Experience a Sense of Comfort and Order; Classroom Examples; Helping Students Develop Positive Attitudes and Perceptions About Classroom Tasks; Perceive Tasks as Valuable and Interesting; Believe They Have the Ability and Resources to Complete Tasks; Understand and Be Clear About Tasks
Classroom ExamplesUnit Planning: Dimension 1; Dimension 2: Acquire and Integrate Knowledge; Introduction; The Importance of Understanding the Nature of Knowledge; The Relationship Between Declarative and Procedural Knowledge; Levels of Generality and the Organization of Knowledge; Acquiring and Integrating Declarative and Procedural Knowledge; Helping Students Acquire and Integrate Declarative Knowledge; Construct Meaning for Declarative Knowledge; Organize Declarative Knowledge; Store Declarative Knowledge; Classroom Examples; Unit Planning: Dimension 2, Declarative Knowledge
Helping Students Acquire and Integrate Procedural KnowledgeConstruct Models for Procedural Knowledge; Shape Procedural Knowledge; Internalize Procedural Knowledge; Classroom Examples; Unit Planning: Dimension 2, Procedural Knowledge; Dimension 3: Extend and Refine Knowledge; Introduction; Helping Students Develop Complex Reasoning Processes; Comparing; Classifying; Abstracting; Inductive Reasoning; Deductive Reasoning; Constructing Support; Analyzing Errors; Analyzing Perspectives; Unit Planning: Dimension 3; Dimension 4: Use Knowledge Meaningfully; Introduction
Helping Students Develop Complex Reasoning ProcessesDecision Making; Problem Solving; Invention; Experimental Inquiry; Investigation; Systems Analysis; Unit Planning: Dimension 4; Dimension 5: Habits of Mind; Introduction; Helping Students Develop Productive Habits of Mind; Classroom Examples; The Dimensions of Learning Habits of Mind: A Resource for Teachers; Critical Thinking; Be Accurate and Seek Accuracy; Be Clear and Seek Clarity; Maintain an Open Mind; Restrain Impulsivity; Take a Position When the Situation Warrants It; Respond Appropriately to Others' Feelings and Level ofKnowledge
Creative ThinkingPersevere; Push the Limits of Your Knowledge and Abilities; Generate, Trust, and Maintain Your Own Standards of Evaluation; Generate New Ways of Viewing a Situation That Are Outside the Boundaries of Standard Conventions; Self-Regulated Thinking; Monitor Your Own Thinking; Plan Appropriately; Identify and Use Necessary Resources; Respond Appropriately to Feedback; Evaluate the Effectiveness of Your Actions; Unit Planning: Dimension 5; Chapter 6: Putting It All Together; Content; Assessment; Grading; Sequencing Instruction; Conferences; In Conclusion; Colorado Unit; References
Index
Record Nr. UNINA-9910789530903321
Marzano Robert J  
Alexandria, Va., : ASCD
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Dimensions of learning teachers manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Dimensions of learning teachers manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Autore Marzano Robert J
Edizione [2nd ed.]
Pubbl/distr/stampa Alexandria, Va., : ASCD
Descrizione fisica 1 online resource (375 p.)
Disciplina 371.102
Altri autori (Persone) PickeringDebra
ArredondoDaisy E
Soggetto topico Elementary school teaching
High school teaching
Middle school teaching
Junior high school teaching
Teaching - Aids and devices
ISBN 1-283-11066-0
9786613110664
1-4166-1344-7
1-4166-1343-9
1-4166-1342-0
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; Title Page; Copyright; Table of Contents; Acknowledgments; Introduction; Overview; What Is Dimensions of Learning?; Dimension 1: Attitudes and Perceptions; Introduction; Helping Students Develop Positive Attitudes and Perceptions About Classroom Climate; Feel Accepted by Teachers and Peers; Experience a Sense of Comfort and Order; Classroom Examples; Helping Students Develop Positive Attitudes and Perceptions About Classroom Tasks; Perceive Tasks as Valuable and Interesting; Believe They Have the Ability and Resources to Complete Tasks; Understand and Be Clear About Tasks
Classroom ExamplesUnit Planning: Dimension 1; Dimension 2: Acquire and Integrate Knowledge; Introduction; The Importance of Understanding the Nature of Knowledge; The Relationship Between Declarative and Procedural Knowledge; Levels of Generality and the Organization of Knowledge; Acquiring and Integrating Declarative and Procedural Knowledge; Helping Students Acquire and Integrate Declarative Knowledge; Construct Meaning for Declarative Knowledge; Organize Declarative Knowledge; Store Declarative Knowledge; Classroom Examples; Unit Planning: Dimension 2, Declarative Knowledge
Helping Students Acquire and Integrate Procedural KnowledgeConstruct Models for Procedural Knowledge; Shape Procedural Knowledge; Internalize Procedural Knowledge; Classroom Examples; Unit Planning: Dimension 2, Procedural Knowledge; Dimension 3: Extend and Refine Knowledge; Introduction; Helping Students Develop Complex Reasoning Processes; Comparing; Classifying; Abstracting; Inductive Reasoning; Deductive Reasoning; Constructing Support; Analyzing Errors; Analyzing Perspectives; Unit Planning: Dimension 3; Dimension 4: Use Knowledge Meaningfully; Introduction
Helping Students Develop Complex Reasoning ProcessesDecision Making; Problem Solving; Invention; Experimental Inquiry; Investigation; Systems Analysis; Unit Planning: Dimension 4; Dimension 5: Habits of Mind; Introduction; Helping Students Develop Productive Habits of Mind; Classroom Examples; The Dimensions of Learning Habits of Mind: A Resource for Teachers; Critical Thinking; Be Accurate and Seek Accuracy; Be Clear and Seek Clarity; Maintain an Open Mind; Restrain Impulsivity; Take a Position When the Situation Warrants It; Respond Appropriately to Others' Feelings and Level ofKnowledge
Creative ThinkingPersevere; Push the Limits of Your Knowledge and Abilities; Generate, Trust, and Maintain Your Own Standards of Evaluation; Generate New Ways of Viewing a Situation That Are Outside the Boundaries of Standard Conventions; Self-Regulated Thinking; Monitor Your Own Thinking; Plan Appropriately; Identify and Use Necessary Resources; Respond Appropriately to Feedback; Evaluate the Effectiveness of Your Actions; Unit Planning: Dimension 5; Chapter 6: Putting It All Together; Content; Assessment; Grading; Sequencing Instruction; Conferences; In Conclusion; Colorado Unit; References
Index
Record Nr. UNINA-9910821987403321
Marzano Robert J  
Alexandria, Va., : ASCD
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Dimensions of learning trainer's manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Dimensions of learning trainer's manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Autore Marzano Robert J
Edizione [2nd ed.]
Pubbl/distr/stampa Alexandria, Va., : ASCD
Descrizione fisica 1 online resource (485 p.)
Altri autori (Persone) PickeringDebra
ArredondoDaisy E
Soggetto topico Training manuals
High school teaching
Middle school teaching
Junior high school teaching
Elementary school teaching
Soggetto genere / forma Electronic books.
ISBN 1-4166-1346-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto ""Cover ""; ""Title Page ""; ""Copyright ""; ""Table of Contents ""; ""Acknowledgements""; ""Introduction for Trainers""; ""How Dimensions of Learning Was Developed""; ""How To Use This Manual""; ""Modeling the Model""; ""Suggested Training Formats""; ""Dimensions of Learning Study Teams""; ""Tips for Trainers""; ""Overview""; ""Dimension 1""; ""Dimension 2""; ""Dimension 3""; ""Dimension 4""; ""Dimension 5""; ""Wrap-Up""; ""Dimension 1: Attitudes and Perceptions""; ""To The Trainer""; ""Exploring Dimension 1""; ""Classroom Climate""; ""Classroom Tasks""; ""Planning for Dimension 1""
""Dimension 2: Acquire and Integrate Knowledge""""To the Trainer""; ""Exploring Dimension 2""; ""Declarative Knowledge""; ""Construct Meaning""; ""Organize""; ""Store""; ""Planning for Dimension 2, Declarative Knowledge""; ""Procedural Knowledge""; ""Construct Models""; ""Shape""; ""Internalize""; ""Planning for Dimension 2, Procedural Knowledge""; ""Dimension 3: Extend and Refine Knowledge""; ""To the Trainer""; ""Exploring Dimension 3""; ""Comparing""; ""Classifying""; ""Abstracting""; ""Inductive Reasoning""; ""Deductive Reasoning""; ""Constructing Support""; ""Analyzing Errors""
""Analyzing Perspectives""""Planning for Dimension 3""; ""Dimension 4: Use Knowledge Meaningfully""; ""To the Trainer""; ""Exploring Dimension 4""; ""Decision Making""; ""Problem Solving""; ""Invention""; ""Experimental Inquiry""; ""Investigation""; ""Systems Analysis""; ""Planning for Dimension 4""; ""Dimension 5: Habits Of Mind""; ""To the Trainer""; ""Exploring Dimension 5""; ""Planning for Dimension 5""; ""Putting It All Together""; ""Handouts""; ""Appendix A: Other Examples of Modeling the Model""; ""Appendix B: Structured Problems""; ""References""; ""Overheads""
Record Nr. UNINA-9910456575903321
Marzano Robert J  
Alexandria, Va., : ASCD
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Dimensions of learning trainer's manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Dimensions of learning trainer's manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Autore Marzano Robert J
Edizione [2nd ed.]
Pubbl/distr/stampa Alexandria, Va., : ASCD
Descrizione fisica 1 online resource (485 p.)
Altri autori (Persone) PickeringDebra
ArredondoDaisy E
Soggetto topico Training manuals
High school teaching
Middle school teaching
Junior high school teaching
Elementary school teaching
ISBN 1-4166-1346-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto ""Cover ""; ""Title Page ""; ""Copyright ""; ""Table of Contents ""; ""Acknowledgements""; ""Introduction for Trainers""; ""How Dimensions of Learning Was Developed""; ""How To Use This Manual""; ""Modeling the Model""; ""Suggested Training Formats""; ""Dimensions of Learning Study Teams""; ""Tips for Trainers""; ""Overview""; ""Dimension 1""; ""Dimension 2""; ""Dimension 3""; ""Dimension 4""; ""Dimension 5""; ""Wrap-Up""; ""Dimension 1: Attitudes and Perceptions""; ""To The Trainer""; ""Exploring Dimension 1""; ""Classroom Climate""; ""Classroom Tasks""; ""Planning for Dimension 1""
""Dimension 2: Acquire and Integrate Knowledge""""To the Trainer""; ""Exploring Dimension 2""; ""Declarative Knowledge""; ""Construct Meaning""; ""Organize""; ""Store""; ""Planning for Dimension 2, Declarative Knowledge""; ""Procedural Knowledge""; ""Construct Models""; ""Shape""; ""Internalize""; ""Planning for Dimension 2, Procedural Knowledge""; ""Dimension 3: Extend and Refine Knowledge""; ""To the Trainer""; ""Exploring Dimension 3""; ""Comparing""; ""Classifying""; ""Abstracting""; ""Inductive Reasoning""; ""Deductive Reasoning""; ""Constructing Support""; ""Analyzing Errors""
""Analyzing Perspectives""""Planning for Dimension 3""; ""Dimension 4: Use Knowledge Meaningfully""; ""To the Trainer""; ""Exploring Dimension 4""; ""Decision Making""; ""Problem Solving""; ""Invention""; ""Experimental Inquiry""; ""Investigation""; ""Systems Analysis""; ""Planning for Dimension 4""; ""Dimension 5: Habits Of Mind""; ""To the Trainer""; ""Exploring Dimension 5""; ""Planning for Dimension 5""; ""Putting It All Together""; ""Handouts""; ""Appendix A: Other Examples of Modeling the Model""; ""Appendix B: Structured Problems""; ""References""; ""Overheads""
Record Nr. UNINA-9910781245103321
Marzano Robert J  
Alexandria, Va., : ASCD
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Dimensions of learning trainer's manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Dimensions of learning trainer's manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
Autore Marzano Robert J
Edizione [2nd ed.]
Pubbl/distr/stampa Alexandria, Va., : ASCD
Descrizione fisica 1 online resource (485 p.)
Altri autori (Persone) PickeringDebra
ArredondoDaisy E
Soggetto topico Training manuals
High school teaching
Middle school teaching
Junior high school teaching
Elementary school teaching
ISBN 1-4166-1346-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto ""Cover ""; ""Title Page ""; ""Copyright ""; ""Table of Contents ""; ""Acknowledgements""; ""Introduction for Trainers""; ""How Dimensions of Learning Was Developed""; ""How To Use This Manual""; ""Modeling the Model""; ""Suggested Training Formats""; ""Dimensions of Learning Study Teams""; ""Tips for Trainers""; ""Overview""; ""Dimension 1""; ""Dimension 2""; ""Dimension 3""; ""Dimension 4""; ""Dimension 5""; ""Wrap-Up""; ""Dimension 1: Attitudes and Perceptions""; ""To The Trainer""; ""Exploring Dimension 1""; ""Classroom Climate""; ""Classroom Tasks""; ""Planning for Dimension 1""
""Dimension 2: Acquire and Integrate Knowledge""""To the Trainer""; ""Exploring Dimension 2""; ""Declarative Knowledge""; ""Construct Meaning""; ""Organize""; ""Store""; ""Planning for Dimension 2, Declarative Knowledge""; ""Procedural Knowledge""; ""Construct Models""; ""Shape""; ""Internalize""; ""Planning for Dimension 2, Procedural Knowledge""; ""Dimension 3: Extend and Refine Knowledge""; ""To the Trainer""; ""Exploring Dimension 3""; ""Comparing""; ""Classifying""; ""Abstracting""; ""Inductive Reasoning""; ""Deductive Reasoning""; ""Constructing Support""; ""Analyzing Errors""
""Analyzing Perspectives""""Planning for Dimension 3""; ""Dimension 4: Use Knowledge Meaningfully""; ""To the Trainer""; ""Exploring Dimension 4""; ""Decision Making""; ""Problem Solving""; ""Invention""; ""Experimental Inquiry""; ""Investigation""; ""Systems Analysis""; ""Planning for Dimension 4""; ""Dimension 5: Habits Of Mind""; ""To the Trainer""; ""Exploring Dimension 5""; ""Planning for Dimension 5""; ""Putting It All Together""; ""Handouts""; ""Appendix A: Other Examples of Modeling the Model""; ""Appendix B: Structured Problems""; ""References""; ""Overheads""
Record Nr. UNINA-9910825373403321
Marzano Robert J  
Alexandria, Va., : ASCD
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Discours aux lyceens de Sens / / Emile Durkheim
Discours aux lyceens de Sens / / Emile Durkheim
Autore Durkheim Emile
Pubbl/distr/stampa Chicoutimi : , : J.-M. Tremblay, , 2008
Descrizione fisica 1 online resource
Disciplina 373
Collana Classiques des sciences sociales
Soggetto topico High school teaching
ISBN 1-4123-6636-4
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione fre
Record Nr. UNINA-9910132589903321
Durkheim Emile  
Chicoutimi : , : J.-M. Tremblay, , 2008
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Guided inquiry design in action : high school / / Leslie K. Maniotes, editor
Guided inquiry design in action : high school / / Leslie K. Maniotes, editor
Pubbl/distr/stampa Santa Barbara, Calif. : , : Libraries Unlimited, an imprint of ABC-CLIO, LLC, , 2017
Descrizione fisica 1 online resource (265 pages) : illustrations, tables
Disciplina 370.15/23
Altri autori (Persone) ManiotesLeslie K. <1967->
Collana Libraries Unlimited guided inquiry series
Soggetto topico High school teaching
Information literacy - Study and teaching (Secondary)
Information technology
Learning
Motivation in education
ISBN 979-84-00-66056-6
979-82-16-09330-5
1-4408-4712-6
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Guided inquiry design in the high school -- Guided inquiry design framework -- Employing a conceptual lens when designing guided inquiry / Jean Donham -- Using inquiry tools to activate reflection and assess student learning / Anita Cellucci -- Emotions in the inquiry process / Carol C. Kuhlthau -- Meeting students where they are through in-depth conferences / Heather Hersey -- Minds on science : creating an inquiry community in ninth grade / Marci D'Onofrio -- Relationships through Romeo and Juliet / Marc Crompton & Jennifer Torry -- Historical thinking on taking a stand / Kathy Boguszewski -- The world is not flat : explore the world, choose your adventure / Buffy Edwards -- Getting started and sustaining change / Leslie Maniotes.
Record Nr. UNINA-9910150168703321
Santa Barbara, Calif. : , : Libraries Unlimited, an imprint of ABC-CLIO, LLC, , 2017
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
Autore Waterman Sheryn Spencer
Pubbl/distr/stampa New York ; ; London : , : Routledge, , 2005, 2013
Descrizione fisica 1 online resource (208 p.)
Disciplina 373.13/94
Collana An eye on education book
Soggetto topico Individualized instruction
Mixed ability grouping in education
Cognitive styles in children
Middle school teaching
High school teaching
Soggetto genere / forma Electronic books.
ISBN 1-315-85623-9
1-317-93007-X
1-317-93008-8
1-283-52459-7
9786613837042
1-61442-028-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; Title Page; Copyright Page; Meet the Author; Table of Contents; Introduction; What Is Differentiation?; Why Differentiate?; How to Use This Book; 1 Getting to Know Your Students; Step 1-Know Your Own Learning Styles; Step 2-Believe You Can Know All of Your Students; Strategy 1-Encourage Self-Discovery; Strategy 2-Documentation; Step 3-Obtain Reading Information; Strategy 1-Assessing the Readability of Your Major Text; Assessment; Strategy 2-Use Other Readability Assessments; Fry's Readability Graph; Lexiled Test; Cloze Test
Strategy 3-Use Standardized Test Assessments of Student Reading LevelsStep 4-What Are Your Students' Learning Styles or Preferences?; Strategy 1-Left-Brain/Right-Brain?; Strategy 2-Visual, Auditory, or Kinesthetic/Haptic Learners?; Strategy 3-The 4Mat System; Strategy 4-The Four Learning Styles; Strategy 5-What Kind of Fruit Are You?; Step 5-Know Your Students Interests; Strategy 1-Assign an Interests Essay; Strategy 2-Distribute the Interest Inventory; Step 6-Find out about Students' Multiple Intelligences; Step 7-Know Under What Conditions Students Learn Best
Step 8-Know Where Your Students Are DevelopmentallyEmotional Development; Step 9-Know If Your Students Have "Exceptionalities"; Step 10-If Your Students Are Impoverished, You Need to Understand Them; Step 11-Documenting What You Know; Summary; 2 Gathering Resources (Content Differentiation); Textbooks; Scaffolding Activities; Prereading Activities; Strategy 1-Teach Students to Access Prior Knowledge; The KWL Chart; Strategy 2-Teach Students to Use the Patterns of Informational Text; Strategy 3-Teach Students Key Vocabulary Words; Word Cards; Concept Mapping
Hilda Taba's Model of Concept DevelopmentFrayer Model; Other Ideas; Strategy 4-Teach Students How to Read Informational Text; Anticipation Guide/Prediction Guide; Direct Reading/Thinking Activity; Strategy 5-Engage the Affective Domain (i.e., the Emotions); Philosophical Chairs; What If? Questions; Strategy 6-Engage All Learners: Experiential Activities; Strategy 7-Use Brain Gym: A Resource for Kinesthetic Learners; "During Reading" Strategies; Strategy 1-Teach Students to Identify Vocabulary Words as They Read; Quadruple-Entry Word Journal
Strategy 2-Choose from among Eight Oral Reading Strategies (Wood, 1992): A Resource for Auditory LearnersStrategy 3-Use Teacher Modeling; "Think-Aloud"; Strategy 4-Create Study Guides for Difficult Texts; Strategy 5-Use a Levels Guide; Strategy 6-Assign Double Entry or Two Column Note-Taking and Journaling; Strategy 7-For Visual/Spatial Learners; Idea 1: Use Graphic Organizers; Idea 2: Use Thinking Maps; Idea 3: Use Mind Maps for Organizing as You Read; "After Reading" Strategies; Before, During, and After Reading; SQ3R (Survey, Question, Read, Recite, Review)
REAP (Read, Encode, Annotate, Ponder)
Record Nr. UNINA-9910462037703321
Waterman Sheryn Spencer  
New York ; ; London : , : Routledge, , 2005, 2013
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
Autore Waterman Sheryn Spencer
Pubbl/distr/stampa New York ; ; London : , : Routledge, , 2005, 2013
Descrizione fisica 1 online resource (208 p.)
Disciplina 373.13/94
Collana An eye on education book
Soggetto topico Individualized instruction
Mixed ability grouping in education
Cognitive styles in children
Middle school teaching
High school teaching
ISBN 1-315-85623-9
1-317-93007-X
1-317-93008-8
1-283-52459-7
9786613837042
1-61442-028-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; Title Page; Copyright Page; Meet the Author; Table of Contents; Introduction; What Is Differentiation?; Why Differentiate?; How to Use This Book; 1 Getting to Know Your Students; Step 1-Know Your Own Learning Styles; Step 2-Believe You Can Know All of Your Students; Strategy 1-Encourage Self-Discovery; Strategy 2-Documentation; Step 3-Obtain Reading Information; Strategy 1-Assessing the Readability of Your Major Text; Assessment; Strategy 2-Use Other Readability Assessments; Fry's Readability Graph; Lexiled Test; Cloze Test
Strategy 3-Use Standardized Test Assessments of Student Reading LevelsStep 4-What Are Your Students' Learning Styles or Preferences?; Strategy 1-Left-Brain/Right-Brain?; Strategy 2-Visual, Auditory, or Kinesthetic/Haptic Learners?; Strategy 3-The 4Mat System; Strategy 4-The Four Learning Styles; Strategy 5-What Kind of Fruit Are You?; Step 5-Know Your Students Interests; Strategy 1-Assign an Interests Essay; Strategy 2-Distribute the Interest Inventory; Step 6-Find out about Students' Multiple Intelligences; Step 7-Know Under What Conditions Students Learn Best
Step 8-Know Where Your Students Are DevelopmentallyEmotional Development; Step 9-Know If Your Students Have "Exceptionalities"; Step 10-If Your Students Are Impoverished, You Need to Understand Them; Step 11-Documenting What You Know; Summary; 2 Gathering Resources (Content Differentiation); Textbooks; Scaffolding Activities; Prereading Activities; Strategy 1-Teach Students to Access Prior Knowledge; The KWL Chart; Strategy 2-Teach Students to Use the Patterns of Informational Text; Strategy 3-Teach Students Key Vocabulary Words; Word Cards; Concept Mapping
Hilda Taba's Model of Concept DevelopmentFrayer Model; Other Ideas; Strategy 4-Teach Students How to Read Informational Text; Anticipation Guide/Prediction Guide; Direct Reading/Thinking Activity; Strategy 5-Engage the Affective Domain (i.e., the Emotions); Philosophical Chairs; What If? Questions; Strategy 6-Engage All Learners: Experiential Activities; Strategy 7-Use Brain Gym: A Resource for Kinesthetic Learners; "During Reading" Strategies; Strategy 1-Teach Students to Identify Vocabulary Words as They Read; Quadruple-Entry Word Journal
Strategy 2-Choose from among Eight Oral Reading Strategies (Wood, 1992): A Resource for Auditory LearnersStrategy 3-Use Teacher Modeling; "Think-Aloud"; Strategy 4-Create Study Guides for Difficult Texts; Strategy 5-Use a Levels Guide; Strategy 6-Assign Double Entry or Two Column Note-Taking and Journaling; Strategy 7-For Visual/Spatial Learners; Idea 1: Use Graphic Organizers; Idea 2: Use Thinking Maps; Idea 3: Use Mind Maps for Organizing as You Read; "After Reading" Strategies; Before, During, and After Reading; SQ3R (Survey, Question, Read, Recite, Review)
REAP (Read, Encode, Annotate, Ponder)
Record Nr. UNINA-9910789903403321
Waterman Sheryn Spencer  
New York ; ; London : , : Routledge, , 2005, 2013
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
Autore Waterman Sheryn Spencer
Pubbl/distr/stampa New York ; ; London : , : Routledge, , 2005, 2013
Descrizione fisica 1 online resource (208 p.)
Disciplina 373.13/94
Collana An eye on education book
Soggetto topico Individualized instruction
Mixed ability grouping in education
Cognitive styles in children
Middle school teaching
High school teaching
ISBN 1-315-85623-9
1-317-93007-X
1-317-93008-8
1-283-52459-7
9786613837042
1-61442-028-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; Title Page; Copyright Page; Meet the Author; Table of Contents; Introduction; What Is Differentiation?; Why Differentiate?; How to Use This Book; 1 Getting to Know Your Students; Step 1-Know Your Own Learning Styles; Step 2-Believe You Can Know All of Your Students; Strategy 1-Encourage Self-Discovery; Strategy 2-Documentation; Step 3-Obtain Reading Information; Strategy 1-Assessing the Readability of Your Major Text; Assessment; Strategy 2-Use Other Readability Assessments; Fry's Readability Graph; Lexiled Test; Cloze Test
Strategy 3-Use Standardized Test Assessments of Student Reading LevelsStep 4-What Are Your Students' Learning Styles or Preferences?; Strategy 1-Left-Brain/Right-Brain?; Strategy 2-Visual, Auditory, or Kinesthetic/Haptic Learners?; Strategy 3-The 4Mat System; Strategy 4-The Four Learning Styles; Strategy 5-What Kind of Fruit Are You?; Step 5-Know Your Students Interests; Strategy 1-Assign an Interests Essay; Strategy 2-Distribute the Interest Inventory; Step 6-Find out about Students' Multiple Intelligences; Step 7-Know Under What Conditions Students Learn Best
Step 8-Know Where Your Students Are DevelopmentallyEmotional Development; Step 9-Know If Your Students Have "Exceptionalities"; Step 10-If Your Students Are Impoverished, You Need to Understand Them; Step 11-Documenting What You Know; Summary; 2 Gathering Resources (Content Differentiation); Textbooks; Scaffolding Activities; Prereading Activities; Strategy 1-Teach Students to Access Prior Knowledge; The KWL Chart; Strategy 2-Teach Students to Use the Patterns of Informational Text; Strategy 3-Teach Students Key Vocabulary Words; Word Cards; Concept Mapping
Hilda Taba's Model of Concept DevelopmentFrayer Model; Other Ideas; Strategy 4-Teach Students How to Read Informational Text; Anticipation Guide/Prediction Guide; Direct Reading/Thinking Activity; Strategy 5-Engage the Affective Domain (i.e., the Emotions); Philosophical Chairs; What If? Questions; Strategy 6-Engage All Learners: Experiential Activities; Strategy 7-Use Brain Gym: A Resource for Kinesthetic Learners; "During Reading" Strategies; Strategy 1-Teach Students to Identify Vocabulary Words as They Read; Quadruple-Entry Word Journal
Strategy 2-Choose from among Eight Oral Reading Strategies (Wood, 1992): A Resource for Auditory LearnersStrategy 3-Use Teacher Modeling; "Think-Aloud"; Strategy 4-Create Study Guides for Difficult Texts; Strategy 5-Use a Levels Guide; Strategy 6-Assign Double Entry or Two Column Note-Taking and Journaling; Strategy 7-For Visual/Spatial Learners; Idea 1: Use Graphic Organizers; Idea 2: Use Thinking Maps; Idea 3: Use Mind Maps for Organizing as You Read; "After Reading" Strategies; Before, During, and After Reading; SQ3R (Survey, Question, Read, Recite, Review)
REAP (Read, Encode, Annotate, Ponder)
Record Nr. UNINA-9910813669503321
Waterman Sheryn Spencer  
New York ; ; London : , : Routledge, , 2005, 2013
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