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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 | ||
| ||
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 | ||
| ||
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 | ||
| ||