top

  Info

  • Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.

  Info

  • Utilizzare questo link per rimuovere la selezione effettuata.
41 active learning strategies for the inclusive classroom, grades 6-12 [[electronic resource] /] / Diane Casale-Giannola, Linda Schwartz Green
41 active learning strategies for the inclusive classroom, grades 6-12 [[electronic resource] /] / Diane Casale-Giannola, Linda Schwartz Green
Autore Casale-Giannola Diane
Pubbl/distr/stampa Thousand Oaks, California : , : Corwin, , 2012
Descrizione fisica 1 online resource (224 p.)
Disciplina 373.13
Soggetto topico Active learning
Education, Secondary
Inclusive education
Soggetto genere / forma Electronic books.
ISBN 1-4522-8356-7
1-4522-7934-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto ""FRONT COVER""; ""41 ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM""; ""CONTENTS""; ""PREFACE""; ""ACKNOWLEDGMENTS""; ""Publisher�s Acknowledgments""; ""ABOUT THE AUTHORS""; ""CHAPTER 1: INCLUSION AT THE SECONDARY LEVEL""; ""Definition and Research""; ""The Inclusive Classroom at the Secondary Level: Who Are We Teaching?""; ""The Adolescent Learner""; ""Helping Teachers Meet the Inclusion Challenge""; ""What Is Active Learning?""; ""Brain-Based Learning and the Adolescent Learner""; ""Information Processing""; ""Connections to Differentiated Instruction""
""Supporting State Standards and Assessments""""Motivating Learners With Active Learning Strategies""; ""Access Is Not Enough: The Critical Need to Address Diverse Student Populations""; ""The Beginning""; ""Summary""; ""CHAPTER 2: ACTIVE LEARNING STRATEGIES IN THE MIDDLE SCHOOL AND HIGH SCHOOL: DEBUNKING THE MYTH""; ""Frequently Asked Questions""; ""Reflect on the Experience""; ""During the Lesson""; ""After the Lesson""; ""Final Thoughts""; ""CHAPTER 3: SELECTING AND IMPLEMENTING ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM""; ""Classifications and Characteristics""
""Other Diverse Populations""""Assessing Students and Indentifying Learning Characteristics""; ""Using Strategies: Before, During, and After""; ""How to Choose a Strategy to Meet Individual Student Needs""; ""Learner Characteristics Described""; ""Metacognitive Issues""; ""Auditory Processing Concerns""; ""Memory Issues""; ""Low Experiential Base""; ""Attention Needs""; ""Higher-Aptitude Learners""; ""Interpersonal Preferences""; ""Language Needs""; ""Social Interaction Needs""; ""Visual Processing Concerns""; ""Learner Considerations""
""How to Choose a Strategy to Meet Individual Teacher Needs""""Learning Communities""; ""And Now, the Next Step of Our Journey""; ""Summary""; ""CHAPTER 4: GROUPING FOR INSTRUCTION: WHO GOES WHERE WITH WHOM TO DO WHAT""; ""How Do I Manage Everyone?""; ""Whole Group Instruction""; ""Small Group Instruction""; ""Different Ways to Form Groups""; ""And Now (Drum Roll, Please) . . . The Strategies""; ""Summary""; ""CHAPTER 5: ACTIVE LEARNING STRATEGIES""; ""1. ARTIFACT REVEAL (Students create artifacts related to learning concepts)""; ""2. BALL TOSS (The game of catch facilitates Q&A)""
""3. BAROMETER (Students take stands on controversial issues by voting with their feet)""""4. BOARD QUIZ (The whole class works collaboratively on quiz questions)""; ""5. BODY LANGUAGE (Movement-based instruction involves using the body to represent the content students are learning about)""; ""6. BUILDING AN EXPERIENCE (The teacher creates an occurrence so that students can experience the content in order to better facilitate understanding)""; ""7. BULLETIN BLOG (The class uses a bulletin board to blog information, comments, and perspectives)""
""8. CONCEPT CLARIFICATION (The class works as a whole to describe and discuss abstract concepts within a teacher-directed structure)""
Record Nr. UNINA-9910481012003321
Casale-Giannola Diane  
Thousand Oaks, California : , : Corwin, , 2012
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
41 active learning strategies for the inclusive classroom, grades 6-12 / / Diane Casale-Giannola, Linda Schwartz Green
41 active learning strategies for the inclusive classroom, grades 6-12 / / Diane Casale-Giannola, Linda Schwartz Green
Autore Casale-Giannola Diane
Pubbl/distr/stampa Thousand Oaks, Calif. : , : Corwin Press, , 2012
Descrizione fisica 1 online resource (xvi, 207 pages) : illustrations
Disciplina 373.13
Collana Gale eBooks
Soggetto topico Active learning
Education, Secondary
Inclusive education
ISBN 1-4522-8356-7
1-4522-7934-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- Publisher's Acknowledgments -- ABOUT THE AUTHORS -- CHAPTER 1: INCLUSION AT THE SECONDARY LEVEL -- Definition and Research -- The Inclusive Classroom at the Secondary Level: Who Are We Teaching? -- The Adolescent Learner -- Helping Teachers Meet the Inclusion Challenge -- What Is Active Learning? -- Brain-Based Learning and the Adolescent Learner -- Information Processing -- Connections to Differentiated Instruction -- Supporting State Standards and Assessments -- Motivating Learners With Active Learning Strategies -- Access Is Not Enough: The Critical Need to Address Diverse Student Populations -- The Beginning -- Summary -- CHAPTER 2: ACTIVE LEARNING STRATEGIES IN THE MIDDLE SCHOOL AND HIGH SCHOOL: DEBUNKING THE MYTH -- Frequently Asked Questions -- Reflect on the Experience -- During the Lesson -- After the Lesson -- Final Thoughts -- CHAPTER 3: SELECTING AND IMPLEMENTING ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM -- Classifications and Characteristics -- Other Diverse Populations -- Assessing Students and Indentifying Learning Characteristics -- Using Strategies: Before, During, and After -- How to Choose a Strategy to Meet Individual Student Needs -- Learner Characteristics Described -- Metacognitive Issues -- Auditory Processing Concerns -- Memory Issues -- Low Experiential Base -- Attention Needs -- Higher-Aptitude Learners -- Interpersonal Preferences -- Language Needs -- Social Interaction Needs -- Visual Processing Concerns -- Learner Considerations -- How to Choose a Strategy to Meet Individual Teacher Needs -- Learning Communities -- And Now, the Next Step of Our Journey -- Summary -- CHAPTER 4: GROUPING FOR INSTRUCTION: WHO GOES WHERE WITH WHOM TO DO WHAT -- How Do I Manage Everyone? -- Whole Group Instruction -- Small Group Instruction -- Different Ways to Form Groups -- And Now (Drum Roll, Please) . . . The Strategies -- Summary -- CHAPTER 5: ACTIVE LEARNING STRATEGIES -- 1. ARTIFACT REVEAL (Students create artifacts related to learning concepts) -- 2. BALL TOSS (The game of catch facilitates Q&A) -- 3. BAROMETER (Students take stands on controversial issues by voting with their feet) -- 4. BOARD QUIZ (The whole class works collaboratively on quiz questions) -- 5. BODY LANGUAGE (Movement-based instruction involves using the body to represent the content students are learning about) -- 6. BUILDING AN EXPERIENCE (The teacher creates an occurrence so that students can experience the content in order to better facilitate understanding) -- 7. BULLETIN BLOG (The class uses a bulletin board to blog information, comments, and perspectives) -- 8. CONCEPT CLARIFICATION (The class works as a whole to describe and discuss abstract concepts within a teacher-directed structure).
Record Nr. UNINA-9910795903003321
Casale-Giannola Diane  
Thousand Oaks, Calif. : , : Corwin Press, , 2012
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
41 active learning strategies for the inclusive classroom, grades 6-12 / / Diane Casale-Giannola, Linda Schwartz Green
41 active learning strategies for the inclusive classroom, grades 6-12 / / Diane Casale-Giannola, Linda Schwartz Green
Autore Casale-Giannola Diane
Pubbl/distr/stampa Thousand Oaks, Calif. : , : Corwin Press, , 2012
Descrizione fisica 1 online resource (xvi, 207 pages) : illustrations
Disciplina 373.13
Collana Gale eBooks
Soggetto topico Active learning
Education, Secondary
Inclusive education
ISBN 1-4522-8356-7
1-4522-7934-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- Publisher's Acknowledgments -- ABOUT THE AUTHORS -- CHAPTER 1: INCLUSION AT THE SECONDARY LEVEL -- Definition and Research -- The Inclusive Classroom at the Secondary Level: Who Are We Teaching? -- The Adolescent Learner -- Helping Teachers Meet the Inclusion Challenge -- What Is Active Learning? -- Brain-Based Learning and the Adolescent Learner -- Information Processing -- Connections to Differentiated Instruction -- Supporting State Standards and Assessments -- Motivating Learners With Active Learning Strategies -- Access Is Not Enough: The Critical Need to Address Diverse Student Populations -- The Beginning -- Summary -- CHAPTER 2: ACTIVE LEARNING STRATEGIES IN THE MIDDLE SCHOOL AND HIGH SCHOOL: DEBUNKING THE MYTH -- Frequently Asked Questions -- Reflect on the Experience -- During the Lesson -- After the Lesson -- Final Thoughts -- CHAPTER 3: SELECTING AND IMPLEMENTING ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM -- Classifications and Characteristics -- Other Diverse Populations -- Assessing Students and Indentifying Learning Characteristics -- Using Strategies: Before, During, and After -- How to Choose a Strategy to Meet Individual Student Needs -- Learner Characteristics Described -- Metacognitive Issues -- Auditory Processing Concerns -- Memory Issues -- Low Experiential Base -- Attention Needs -- Higher-Aptitude Learners -- Interpersonal Preferences -- Language Needs -- Social Interaction Needs -- Visual Processing Concerns -- Learner Considerations -- How to Choose a Strategy to Meet Individual Teacher Needs -- Learning Communities -- And Now, the Next Step of Our Journey -- Summary -- CHAPTER 4: GROUPING FOR INSTRUCTION: WHO GOES WHERE WITH WHOM TO DO WHAT -- How Do I Manage Everyone? -- Whole Group Instruction -- Small Group Instruction -- Different Ways to Form Groups -- And Now (Drum Roll, Please) . . . The Strategies -- Summary -- CHAPTER 5: ACTIVE LEARNING STRATEGIES -- 1. ARTIFACT REVEAL (Students create artifacts related to learning concepts) -- 2. BALL TOSS (The game of catch facilitates Q&A) -- 3. BAROMETER (Students take stands on controversial issues by voting with their feet) -- 4. BOARD QUIZ (The whole class works collaboratively on quiz questions) -- 5. BODY LANGUAGE (Movement-based instruction involves using the body to represent the content students are learning about) -- 6. BUILDING AN EXPERIENCE (The teacher creates an occurrence so that students can experience the content in order to better facilitate understanding) -- 7. BULLETIN BLOG (The class uses a bulletin board to blog information, comments, and perspectives) -- 8. CONCEPT CLARIFICATION (The class works as a whole to describe and discuss abstract concepts within a teacher-directed structure).
Record Nr. UNINA-9910821361603321
Casale-Giannola Diane  
Thousand Oaks, Calif. : , : Corwin Press, , 2012
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui