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Developing materials for language teaching / / edited by Brian Tomlinson
| Developing materials for language teaching / / edited by Brian Tomlinson |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | London : , : Bloomsbury Publishing, , 2013 |
| Descrizione fisica | 1 online resource (577 p.) |
| Disciplina |
418.0071
418/.0071 |
| Altri autori (Persone) | TomlinsonBrian |
| Soggetto topico |
Language and languages - Study and teaching
Teaching - Aids and devices |
| ISBN |
1-4411-7687-X
1-4411-5311-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; HalfTitle; Series; Title; Copyright; Contents; List of Contributors; Preface; Introduction: Are Materials Developing?; What is materials development?; What are materials?; What are the issues in materials development?; Who should develop the materials?; What are the current trends in materials development?; What is the future of materials development?; MATSDA; Part A Evaluation and Adaptation of Materials; 1 Materials Evaluation; What is materials evaluation?; Principles in materials evaluation; Second language acquisition research (SLA); Types of materials evaluation
Standard approaches to materials evaluationDeveloping criteria for materials evaluation; Conclusion; 2 Adapting Courses: A Personal View; Introduction; Adapting materials; A model for adapting courses; Conclusions; 3 Publishing a Coursebook: The Role of Feedback; Introduction; Nature of pathways and loops in materials development; Existence of feedback loops in materials development; The case of Singapore; Role and effectiveness of feedback in the case study; Incorporating feedback loops in the materials development process; Conclusion; Comments on Part A Part B Principles and Procedures of Materials Development4 Developing Principled Frameworks for Materials Development; Introduction; Principles in materials development; A text-driven approach to materials development; Using the framework; An example of the framework in use; A web-based adaptation of the framework; Other types of principled framework; Conclusion; 5 The Instructional Design of a Coursebook Is As It Is Because of What It Has To Do - An Application of Systemic Functional; Introduction; Concepts from systemic functional theory; The context of culture: The genre of the coursebook From theory to practiceThe plane of expression; Conclusion; 6 Humanizing the Coursebook; Introduction; Humanizing without the coursebook; Partial replacement of the coursebook; Humanizing with the coursebook; Developing humanistic coursebooks; Conclusion; 7 The Visual Elements in EFL Coursebooks; Introduction; Visuals in recent British coursebooks; What might we do with visuals in coursebooks?; Conclusion; 8 Creative Approaches to Writing Materials; Introduction; Part I: What is creativity?; How has creativity been applied?; Part II : Ideas for generating creative materials; Conclusion 9 Developing Digital Language Learning MaterialsIntroduction; Teacher-created digital materials; Student-created digital materials; Publisher- /Professionally created digital materials; Looking to the future; 10 Demystifying Blended Learning; Introduction; A framework for blended language learning; Blended learning tools; Blended language learning case studies; Conclusion; Comments on Part B; Part C Developing Materials for Target Groups; 11 Authors' Knowledge, Rationales and Principles - Steady Flow-Through or Stuck in the Publishing Pipeline? The Case of Ear; Introduction How coursebooks might give support |
| Record Nr. | UNINA-9910813779503321 |
| London : , : Bloomsbury Publishing, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Development of job aids for instructional systems development / / Russel E. Schultz [i.e. Schulz] and Harold Wagner
| Development of job aids for instructional systems development / / Russel E. Schultz [i.e. Schulz] and Harold Wagner |
| Autore | Schulz Russel E |
| Pubbl/distr/stampa | Alexandria, Va., : U.S. Army Research Institute for the Behavioral and Social Sciences, February 1981 |
| Descrizione fisica | 1 online resource (xii, 54 pages) : illustrations |
| Altri autori (Persone) | WagnerHarold |
| Collana | Technical report |
| Soggetto topico |
Military education - United States - Aids and devices
Educational technology - United States Teaching - Aids and devices |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910703563803321 |
Schulz Russel E
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| Alexandria, Va., : U.S. Army Research Institute for the Behavioral and Social Sciences, February 1981 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Differentiating instruction with technology in middle school classrooms / / Grace E. Smith, Stephanie Throne
| Differentiating instruction with technology in middle school classrooms / / Grace E. Smith, Stephanie Throne |
| Autore | Smith Grace E |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Eugene, Oregon : , : International Society for Technology in Education, , [2009] |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 373.139/4 |
| Altri autori (Persone) | ThroneStephanie |
| Soggetto topico |
Individualized instruction
Educational technology Teaching - Aids and devices Middle school teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-56484-401-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Technology's big picture: 21st century skills, NETS, and current research -- Differentiated instruction and middle school learners -- Using the new Web 2.0 and other technologies -- Using technology to differentiate English/language arts -- Using technology to differentiate math -- Using technology to differentiate science -- Using technology to differentiate social studies -- Using technology to differentiate encore subjects: art, secondary languages, music, and physical education/health -- Using technology to assess learning -- Final summary -- Appendixes: Glossary of strategies -- Bibliography -- National Educational Technology Standards for Students (NETS*S). |
| Record Nr. | UNINA-9910462316603321 |
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Smith Grace E
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| Eugene, Oregon : , : International Society for Technology in Education, , [2009] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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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 |
| Soggetto genere / forma | Electronic books. |
| 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-9910461380603321 |
|
Marzano Robert J
|
||
| Alexandria, Va., : ASCD | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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 | ||
| ||
Dimensions of learning teachers manual / / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.]
| Dimensions of learning teachers manual / / 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 |
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Marzano Robert J
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| Alexandria, Va., : ASCD | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Education Materialised : Reconstructing Teaching and Learning Contexts through Manuscripts / / Stefanie Brinkmann, [and many others]
| Education Materialised : Reconstructing Teaching and Learning Contexts through Manuscripts / / Stefanie Brinkmann, [and many others] |
| Autore | Brinkmann Stefanie |
| Pubbl/distr/stampa | Berlin, Germany : , : De Gruyter, , 2021 |
| Descrizione fisica | 1 online resource (xii, 495 pages) |
| Disciplina | 370.9 |
| Soggetto topico |
Manuscripts
Teaching - Aids and devices Learning and scholarship |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Education Materialised |
| Record Nr. | UNINA-9910493734803321 |
|
Brinkmann Stefanie
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| Berlin, Germany : , : De Gruyter, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational media international
| Educational media international |
| Pubbl/distr/stampa | London, : Routledge, 1987- |
| Descrizione fisica | 1 online resource (volumes) |
| Disciplina | 371.33 |
| Soggetto topico |
Audio-visual education
Teaching - Aids and devices Enseignement audiovisuel Enseignement Technologie éducative Mass-média |
| Soggetto genere / forma |
Periodicals.
Périodique électronique (Descripteur de forme) Ressource Internet (Descripteur de forme) |
| ISSN | 1469-5790 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | EMI |
| Record Nr. | UNISA-996212651803316 |
| London, : Routledge, 1987- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Educational media international
| Educational media international |
| Pubbl/distr/stampa | London, : Routledge, 1987- |
| Descrizione fisica | 1 online resource (volumes) |
| Disciplina | 371.33 |
| Soggetto topico |
Audio-visual education
Teaching - Aids and devices Enseignement audiovisuel Enseignement Technologie éducative Mass-média |
| Soggetto genere / forma |
Periodicals.
Périodique électronique (Descripteur de forme) Ressource Internet (Descripteur de forme) |
| ISSN | 1469-5790 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | EMI |
| Record Nr. | UNINA-9910160111103321 |
| London, : Routledge, 1987- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educational technologies for teaching argumentation skills [[electronic resource] /] / edited by Niels Pinkwart & Bruce M. McLaren
| Educational technologies for teaching argumentation skills [[electronic resource] /] / edited by Niels Pinkwart & Bruce M. McLaren |
| Pubbl/distr/stampa | Sharjah, : Bentham Books, [2012] |
| Descrizione fisica | 1 online resource (359 p.) |
| Disciplina | 808.53 |
| Altri autori (Persone) |
PinkwartNiels
McLarenBruce M |
| Soggetto topico |
Educational technology
Teaching - Aids and devices |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-60805-015-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 01 Cover.pdf; 02 cover page; 03 REVISED eBooks End User License Agreement-Website; 04 Contents; 05 foreword; 06 preface; 07 List of Contributors; 08 chapter01_final; 09 chapter02_final; 10 chapter03_final; 11 chapter04_final; 12 Chapter 5 Latex Converted to Word; 13 chapter06_final; 14 chapter07_final; 15 chapter08_final; 16 chapter09_final; 17 chapter10; 18 Index |
| Record Nr. | UNINA-9910462550203321 |
| Sharjah, : Bentham Books, [2012] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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