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200+ active learning strategies and projects for engaging students' multiple intelligences / / James Bellanca
| 200+ active learning strategies and projects for engaging students' multiple intelligences / / James Bellanca |
| Autore | Bellanca James A. <1937-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin Press, c2009 |
| Descrizione fisica | 1 online resource (369 p.) |
| Disciplina | 371.39 |
| Soggetto topico |
Active learning
Activity programs in education Project method in teaching Multiple intelligences |
| ISBN |
9781452296043
1452296049 9781452210902 145221090X 9781441652621 1441652620 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover -- Contents -- Preface to the Second Edition -- Acknowledgments -- About the Author -- Introduction -- PART I - Verbal/Linguistic Intelligence -- ACTIVITY 1 - Vocabulary Bank -- ACTIVITY 2 - What's It All About? -- ACTIVITY 3 - Issue Editorial -- ACTIVITY 4 - The Big Picture: A Textbook Walkthrough -- ACTIVITY 5 - Bag of Knowledge -- ACTIVITY 6 - Question Web -- ACTIVITY 7 - Explain Why -- ACTIVITY 8 - What It Looks Like -- ACTIVITY 9 - Lead-in Statements -- ACTIVITY 10 - Carousel -- ACTIVITY 11 - Letter to the Editor -- ACTIVITY 12 - Pointed Paragraphs -- ACTIVITY 13 - Democratic Dots -- ACTIVITY 14 - Fishbowl -- ACTIVITY 15 - Rank Order Ladder -- ACTIVITY 16 - Exemplary Examples -- ACTIVITY 17 - Three-Legged Stool -- ACTIVITY 18 - Concept Connections -- ACTIVITY 19 - Newspaper Graphic -- ACTIVITY 20 - Story Tree -- ACTIVITY 21 - Class Magazine: A Project -- ACTIVITY 22 - Interviewing -- ACTIVITY 23 - TV News Flash -- ACTIVITY 24 - Round-Robin Response in Turn -- ACTIVITY 25 - Solve a Story Problem -- PART II - Logical/Mathematical Intelligence -- ACTIVITY 26 - Way to Go! A Rubric -- ACTIVITY 27 - People Search -- ACTIVITY 28 - Math Jigsaw -- ACTIVITY 29 - Sequence Chart -- ACTIVITY 30 - Paired-Partner Problem Solving -- ACTIVITY 31 - Pizza Pizza -- ACTIVITY 32 - Understanding Circles -- ACTIVITY 33 - Number Survey -- ACTIVITY 34 - Scale It -- ACTIVITY 35 - Pie Chart -- ACTIVITY 36 - Recipe Magic -- ACTIVITY 37 - Collect, Count, and Classify -- ACTIVITY 38 - Patterns -- ACTIVITY 39 - Stock Exchange -- ACTIVITY 40 - Measure My Garden -- ACTIVITY 41 - Problem-Solving Strategy Wheel -- ACTIVITY 42 - Treasure Map -- ACTIVITY 43 - Check for Understanding: A Tool for Differentiating Instruction -- ACTIVITY 44 - The Fishbone Chart -- ACTIVITY 45 - Go Figure -- ACTIVITY 46 - Math Career Collage -- ACTIVITY 47 - Logic Organizers.
ACTIVITY 48 - The Magic Mediator -- ACTIVITY 49 - Getting to the Big Idea -- ACTIVITY 50 - Hypothesis Test -- ACTIVITY 51 - Gallery Walk -- PART III - Visual/Spatial Intelligence -- ACTIVITY 52 - Hourglass Graphic -- ACTIVITY 53 - Concept Connections -- ACTIVITY 54 - KWL: A Prior Knowledge Check -- ACTIVITY 55 - Web Check -- ACTIVITY 56 - Learning Links -- ACTIVITY 57 - Create an Ad -- ACTIVITY 58 - We-Know Parachute -- ACTIVITY 59 - Mindful Mobile -- ACTIVITY 60 - Topical Museum -- ACTIVITY 61 - Make a Poster -- ACTIVITY 62 - Make a Graph -- ACTIVITY 63 - Nonsensical Creations Outside the Box -- ACTIVITY 64 - Design a Machine -- ACTIVITY 65 - Picture Vocabulary -- ACTIVITY 66 - Working with Venn Diagrams -- ACTIVITY 67 - Map Making -- ACTIVITY 68 - Create a Collage -- ACTIVITY 69 - Model Building -- ACTIVITY 70 - PowerPoint Reports -- ACTIVITY 71 - Storyboard Concepts -- ACTIVITY 72 - Snapshot Sequence Chart -- ACTIVITY 73 - Cartoon Stories -- ACTIVITY 74 - Symbolic Sense -- ACTIVITY 75 - Write a Card -- ACTIVITY 76 - Visual Journals -- PART IV - Bodily/Kinesthetic Intelligence -- ACTIVITY 77 - Healthy Helpers -- ACTIVITY 78 - Pantomime Pals -- ACTIVITY 79 - Stretch Goal -- ACTIVITY 80 - Take a Hike -- ACTIVITY 81 - Warm Up, Cool Down -- ACTIVITY 82 - Silly Walk -- ACTIVITY 83 - Shadow Play -- ACTIVITY 84 - Posture Popcorn Party -- ACTIVITY 85 - Monthly Dancercise -- ACTIVITY 86 - Build a Tower -- ACTIVITY 87 - Pattern Dances -- ACTIVITY 88 - Playground Races -- ACTIVITY 89 - Who is in My Zoo? -- ACTIVITY 90 - Juggle Challenge -- ACTIVITY 91 - Team Cheers -- ACTIVITY 92 - Interpretive Role-Play -- ACTIVITY 93 - Human Graph -- ACTIVITY 94 - Class Reunion Name Tags -- ACTIVITY 95 - Silent Hurrahs -- ACTIVITY 96 - Four Corners -- ACTIVITY 97 - Concept Treasure Hunt -- ACTIVITY 98 - Team Play -- ACTIVITY 99 - Teamwork Collage. ACTIVITY 100 - Pass the Baton -- ACTIVITY 101 - Vocabulary Basketball -- PART V - Musical/Rhythmic Intelligence -- ACTIVITY 102 - Recall Rap -- ACTIVITY 103 - Assessment Rap -- ACTIVITY 104 - Sing a Song to Remember -- ACTIVITY 105 - Music Connector -- ACTIVITY 106 - Play It -- ACTIVITY 107 - Instrument Inventor -- ACTIVITY 108 - Rhythms to Recall -- ACTIVITY 109 - Listening Time -- ACTIVITY 110 - Concert Trip -- ACTIVITY 111 - Musical Styles -- ACTIVITY 112 - Musical Volunteers -- ACTIVITY 113 - Magic in Music -- ACTIVITY 114 - Group Song -- ACTIVITY 115 - Group Cheer -- ACTIVITY 116 - Song of the Week -- ACTIVITY 117 - Musical Review -- ACTIVITY 118 - Rap It Up: A Summarizing Task -- ACTIVITY 119 - Sounds of Culture -- ACTIVITY 120 - Rhyme Words -- ACTIVITY 121 - Name Poem -- ACTIVITY 122 - Haiku -- ACTIVITY 123 - Sonnets -- ACTIVITY 124 - Rhyme Stories -- ACTIVITY 125 - Humdinger -- ACTIVITY 126 - The Sounds in Words -- Part VI - Interpersonal Intelligence -- ACTIVITY 127 - Our Common Goal -- ACTIVITY 128 - Forming Cooperative Groups -- ACTIVITY 129 - Group Goal -- ACTIVITY 130 - Team Banner Ad -- ACTIVITY 131 - Group Logo -- ACTIVITY 132 - Group Cheers and Songs -- ACTIVITY 133 - Group Ad -- ACTIVITY 134 - Three Questions Plus One -- ACTIVITY 135 - Jigsaw -- ACTIVITY 136 - Expert Jigsaw -- ACTIVITY 137 - Coach a Partner -- ACTIVITY 138 - Cooperative Guidelines -- ACTIVITY 139 - Social Skill T-Chart -- ACTIVITY 140 - Cooperative Roles -- ACTIVITY 141 - Base Groups -- ACTIVITY 142 - Internet Friends -- ACTIVITY 143 - Three-to-One Synthesis -- ACTIVITY 144 - Internet Investigations -- ACTIVITY 145 - Forming Mixed-Ability Groups -- ACTIVITY 146 - Group Motto -- ACTIVITY 147 - 2-4-8 Classroom Learning Community -- ACTIVITY 148 - Pair-Shares -- ACTIVITY 149 - High Jump -- ACTIVITY 150 - Group-Assessment Cards -- ACTIVITY 151 - Getting It Straight. Part VII - Intrapersonal Intelligence -- ACTIVITY 152 - Quiet Time -- ACTIVITY 153 - Daily Journal Lead-In Statements -- ACTIVITY 154 - Target -- ACTIVITY 155 - One-Minute Mirror -- ACTIVITY 156 - Self-Progress Chart -- ACTIVITY 157 - Strong Summary Statement -- ACTIVITY 158 - Plus/Minus/Interesting (PMI) Assessment -- ACTIVITY 159 - My Goals -- ACTIVITY 160 - Self-Talk -- ACTIVITY 161 - Self-Review -- ACTIVITY 162 - My Problem -- ACTIVITY 163 - It's My Call -- ACTIVITY 164 - Standards of Excellence -- ACTIVITY 165 - Portfolio -- ACTIVITY 166 - Life Timeline -- ACTIVITY 167 - People Influences -- ACTIVITY 168 - Career Ladder -- ACTIVITY 169 - Seasonal Letter -- ACTIVITY 170 - Goal Chart -- ACTIVITY 171 - Plus or Minus -- ACTIVITY 172 - Autobiography -- ACTIVITY 173 - Decision Letter -- ACTIVITY 174 - School Support Letter -- ACTIVITY 175 - Internet Hobby Search -- ACTIVITY 176 - Mrs. Potter's Questions -- Part VIII - Naturalist Intelligence -- ACTIVITY 177 - Green Garden Classroom: A Project -- ACTIVITY 178 - Observation Sketches -- ACTIVITY 179 - Classification Matrix -- ACTIVITY 180 - Plant Observation Project -- ACTIVITY 181 - What is the Problem? -- ACTIVITY 182 - Science Interview -- ACTIVITY 183 - Aha! Log -- ACTIVITY 184 - Comparing Phenomena -- ACTIVITY 185 - Science News -- ACTIVITY 186 - Prediction Check -- ACTIVITY 187 - Internship in Science -- ACTIVITY 188 - Nature Directions -- ACTIVITY 189 - Cause and Effect -- ACTIVITY 190 - Science Exhibition -- ACTIVITY 191 - Science Yearbook -- ACTIVITY 192 - Bubble Talk -- ACTIVITY 193 - Discovery Game -- ACTIVITY 194 - Futuristic Science Fair -- ACTIVITY 195 - Nature Rubbings -- ACTIVITY 196 - Window to the World: A Mural -- ACTIVITY 197 - Scientific Scenario -- ACTIVITY 198 - Video Record -- ACTIVITY 199 - Just Collect It -- ACTIVITY 200 - Agree/Disagree Issues. ACTIVITY 201 - Issue Investigation -- Resource A: Designing Active Learning Lessons and Projects -- Resource B: Blacklines -- Resource C: Glossary -- Bibliography -- Index. |
| Altri titoli varianti | Two hundred plus active learning strategies and projects for engaging students' multiple intelligences |
| Record Nr. | UNINA-9910975024303321 |
Bellanca James A. <1937->
|
||
| Thousand Oaks, Calif., : Corwin Press, c2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Active lessons for active brains : teaching boys and other experiential learners, grades 3-10 / / Abigail Norfleet James, Sandra Boyd Allison, Caitlin Zimmerman McKenzie
| Active lessons for active brains : teaching boys and other experiential learners, grades 3-10 / / Abigail Norfleet James, Sandra Boyd Allison, Caitlin Zimmerman McKenzie |
| Autore | James Abigail Norfleet |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Corwin Press, , 2011 |
| Descrizione fisica | 1 online resource (xiii, 232 pages) : illustrations |
| Disciplina | 371.39 |
| Collana | Gale eBooks |
| Soggetto topico |
Experiential learning
Active learning Learning, Psychology of Boys - Education Sex differences in education |
| ISBN |
1-4522-3568-6
1-4522-2422-6 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Cover""; ""Contents""; ""Acknowledgments""; ""About the Authors""; ""Introduction""; ""Chapter 1 - A Brief Look at Experiential Learners""; ""Chapter 2 - Math""; ""Chapter 3 - Language Arts""; ""Chapter 4 - Science""; ""Chapter 5 - Study Strategies""; ""Conclusion""; ""References"" |
| Record Nr. | UNINA-9910795902703321 |
|
James Abigail Norfleet
|
||
| Thousand Oaks, Calif. : , : Corwin Press, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Active lessons for active brains : teaching boys and other experiential learners, grades 3-10 / / Abigail Norfleet James, Sandra Boyd Allison, Caitlin Zimmerman McKenzie
| Active lessons for active brains : teaching boys and other experiential learners, grades 3-10 / / Abigail Norfleet James, Sandra Boyd Allison, Caitlin Zimmerman McKenzie |
| Autore | James Abigail Norfleet |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Corwin Press, , 2011 |
| Descrizione fisica | 1 online resource (xiii, 232 pages) : illustrations |
| Disciplina | 371.39 |
| Collana | Gale eBooks |
| Soggetto topico |
Experiential learning
Active learning Learning, Psychology of Boys - Education Sex differences in education |
| ISBN |
1-4522-3568-6
1-4522-2422-6 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Cover""; ""Contents""; ""Acknowledgments""; ""About the Authors""; ""Introduction""; ""Chapter 1 - A Brief Look at Experiential Learners""; ""Chapter 2 - Math""; ""Chapter 3 - Language Arts""; ""Chapter 4 - Science""; ""Chapter 5 - Study Strategies""; ""Conclusion""; ""References"" |
| Record Nr. | UNINA-9910815349903321 |
|
James Abigail Norfleet
|
||
| Thousand Oaks, Calif. : , : Corwin Press, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The art teacher's survival guide for secondary schools : grades 7-12 / / Helen D. Hume ; cover image, Linda Wein
| The art teacher's survival guide for secondary schools : grades 7-12 / / Helen D. Hume ; cover image, Linda Wein |
| Autore | Hume Helen D. <1933-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (338 p.) |
| Disciplina | 707.1/2 |
| Altri autori (Persone) | WeinLinda |
| Collana | Jossey-Bass teacher |
| Soggetto topico | Art - Study and teaching (Secondary) - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-80901-7
1-118-80819-3 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
The Art Teacher's Survival Guide for Secondary Schools; Copyright; Contents; About This Resource; Overview of the Book; The Author; Acknowledgments; Chapter 1: Basic Survival Strategies; Get Off to a Good Start; Get to Know Your Students; Friendliness and an Interest in Your Students; Fairness to All; Encourage Good Decisions; Think about Each Individual; Mentoring; The Day-to-Day Stuff; Arriving in Class; Attendance; The Seating Chart; Develop a Studio Atmosphere; Motivation; Getting Students' Attention and Keeping It; Nonverbal Discipline; Silent Signals; Electronic Devices
Take Advantage of TechnologyOriginal Resources; Vary Your Teaching Methods; Give Open-Ended Assignments; Each One Teach One; Self-Appraisal; Grades in the Art Class; Portfolio; Overcome the "I Can't Draw" Syndrome; Never Draw on Students' Work; Teach Art History Often and Keep Them Moving!; Teach Visual Literacy; Keep the Room Clean; Closure; The Art Classroom; Add Visual Excitement; Where Is the Color?; Teacher's Desk or Work Table; Equipment and Materials; Where to Put It; Storing Supplies; Student Storage; Loaning Supplies or Equipment; Safety; General Safety Suggestions; Safety in Cutting Recommended Safe Materials for SchoolsGet Support for the Art Program; Ask for Administrative Support for Your Budget; Plan Ahead for Large Expenditures; Invite Visitors; Show Off Your Students and Your Program; Your Website; Get Support from the Staff; Get to Know Staff Members by Name; Act as a Resource Person for Other Teachers; Get Support from Students; Display Student Work; Ask Students for Suggestions; Artist of the Week; Make Your School Look Good; Make Your Program Visible; Hang Artwork by All the Students Outside the Art Classroom; Changing Exhibits of Student Artwork Principal's Art CollectionThe One-Day School Show; District Art Exhibition; District Gallery Website; Monumental Artwork for the School; Public Relations; Publicity Guidelines; Principal's Newsletter; Competitions; School-Business-Community Partnerships; Public Art; Temporary Mural; Permanent Murals; A Local Bank; Businesses; Families; Personal Development; Make Time to Create Art; Join an Existing Arts Group in your Community or Region; Take Advantage of Internet Resources; Become an Active Member of the National Art Education Association; Apply for Grants Keep Abreast of Current Research in Your FieldContinue Master's-Level Studio Classes; Organize a Field Trip by Bus; Planning; Teacher Notification; The Permission Slip; Finances; Transportation; A Few Simple Goals; Expectations for Behavior; The In-School Field Trip; Guest Speaker; Chapter 2: The Art of Teaching Art; The Universal Curriculum of Art; The History of Art; Cross-Curriculum and Cultural Connections; Art Appreciation; Core Arts Standards; District Curriculum; Assessment; Learning Styles; Creative Problem Solving; Try It Yourself First; Assignments with Options Coming Up with Original Ideas |
| Record Nr. | UNINA-9910463724303321 |
|
Hume Helen D. <1933->
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The art teacher's survival guide for secondary schools : grades 7-12 / / Helen D. Hume ; cover image, Linda Wein
| The art teacher's survival guide for secondary schools : grades 7-12 / / Helen D. Hume ; cover image, Linda Wein |
| Autore | Hume Helen D. <1933-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (338 p.) |
| Disciplina | 707.1/2 |
| Altri autori (Persone) | WeinLinda |
| Collana | Jossey-Bass teacher |
| Soggetto topico | Art - Study and teaching (Secondary) - United States |
| ISBN |
1-118-80901-7
1-118-80819-3 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
The Art Teacher's Survival Guide for Secondary Schools; Copyright; Contents; About This Resource; Overview of the Book; The Author; Acknowledgments; Chapter 1: Basic Survival Strategies; Get Off to a Good Start; Get to Know Your Students; Friendliness and an Interest in Your Students; Fairness to All; Encourage Good Decisions; Think about Each Individual; Mentoring; The Day-to-Day Stuff; Arriving in Class; Attendance; The Seating Chart; Develop a Studio Atmosphere; Motivation; Getting Students' Attention and Keeping It; Nonverbal Discipline; Silent Signals; Electronic Devices
Take Advantage of TechnologyOriginal Resources; Vary Your Teaching Methods; Give Open-Ended Assignments; Each One Teach One; Self-Appraisal; Grades in the Art Class; Portfolio; Overcome the "I Can't Draw" Syndrome; Never Draw on Students' Work; Teach Art History Often and Keep Them Moving!; Teach Visual Literacy; Keep the Room Clean; Closure; The Art Classroom; Add Visual Excitement; Where Is the Color?; Teacher's Desk or Work Table; Equipment and Materials; Where to Put It; Storing Supplies; Student Storage; Loaning Supplies or Equipment; Safety; General Safety Suggestions; Safety in Cutting Recommended Safe Materials for SchoolsGet Support for the Art Program; Ask for Administrative Support for Your Budget; Plan Ahead for Large Expenditures; Invite Visitors; Show Off Your Students and Your Program; Your Website; Get Support from the Staff; Get to Know Staff Members by Name; Act as a Resource Person for Other Teachers; Get Support from Students; Display Student Work; Ask Students for Suggestions; Artist of the Week; Make Your School Look Good; Make Your Program Visible; Hang Artwork by All the Students Outside the Art Classroom; Changing Exhibits of Student Artwork Principal's Art CollectionThe One-Day School Show; District Art Exhibition; District Gallery Website; Monumental Artwork for the School; Public Relations; Publicity Guidelines; Principal's Newsletter; Competitions; School-Business-Community Partnerships; Public Art; Temporary Mural; Permanent Murals; A Local Bank; Businesses; Families; Personal Development; Make Time to Create Art; Join an Existing Arts Group in your Community or Region; Take Advantage of Internet Resources; Become an Active Member of the National Art Education Association; Apply for Grants Keep Abreast of Current Research in Your FieldContinue Master's-Level Studio Classes; Organize a Field Trip by Bus; Planning; Teacher Notification; The Permission Slip; Finances; Transportation; A Few Simple Goals; Expectations for Behavior; The In-School Field Trip; Guest Speaker; Chapter 2: The Art of Teaching Art; The Universal Curriculum of Art; The History of Art; Cross-Curriculum and Cultural Connections; Art Appreciation; Core Arts Standards; District Curriculum; Assessment; Learning Styles; Creative Problem Solving; Try It Yourself First; Assignments with Options Coming Up with Original Ideas |
| Record Nr. | UNINA-9910787865303321 |
|
Hume Helen D. <1933->
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The art teacher's survival guide for secondary schools : grades 7-12 / / Helen D. Hume ; cover image, Linda Wein
| The art teacher's survival guide for secondary schools : grades 7-12 / / Helen D. Hume ; cover image, Linda Wein |
| Autore | Hume Helen D. <1933-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (338 p.) |
| Disciplina | 707.1/2 |
| Altri autori (Persone) | WeinLinda |
| Collana | Jossey-Bass teacher |
| Soggetto topico | Art - Study and teaching (Secondary) - United States |
| ISBN |
1-118-80901-7
1-118-80819-3 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
The Art Teacher's Survival Guide for Secondary Schools; Copyright; Contents; About This Resource; Overview of the Book; The Author; Acknowledgments; Chapter 1: Basic Survival Strategies; Get Off to a Good Start; Get to Know Your Students; Friendliness and an Interest in Your Students; Fairness to All; Encourage Good Decisions; Think about Each Individual; Mentoring; The Day-to-Day Stuff; Arriving in Class; Attendance; The Seating Chart; Develop a Studio Atmosphere; Motivation; Getting Students' Attention and Keeping It; Nonverbal Discipline; Silent Signals; Electronic Devices
Take Advantage of TechnologyOriginal Resources; Vary Your Teaching Methods; Give Open-Ended Assignments; Each One Teach One; Self-Appraisal; Grades in the Art Class; Portfolio; Overcome the "I Can't Draw" Syndrome; Never Draw on Students' Work; Teach Art History Often and Keep Them Moving!; Teach Visual Literacy; Keep the Room Clean; Closure; The Art Classroom; Add Visual Excitement; Where Is the Color?; Teacher's Desk or Work Table; Equipment and Materials; Where to Put It; Storing Supplies; Student Storage; Loaning Supplies or Equipment; Safety; General Safety Suggestions; Safety in Cutting Recommended Safe Materials for SchoolsGet Support for the Art Program; Ask for Administrative Support for Your Budget; Plan Ahead for Large Expenditures; Invite Visitors; Show Off Your Students and Your Program; Your Website; Get Support from the Staff; Get to Know Staff Members by Name; Act as a Resource Person for Other Teachers; Get Support from Students; Display Student Work; Ask Students for Suggestions; Artist of the Week; Make Your School Look Good; Make Your Program Visible; Hang Artwork by All the Students Outside the Art Classroom; Changing Exhibits of Student Artwork Principal's Art CollectionThe One-Day School Show; District Art Exhibition; District Gallery Website; Monumental Artwork for the School; Public Relations; Publicity Guidelines; Principal's Newsletter; Competitions; School-Business-Community Partnerships; Public Art; Temporary Mural; Permanent Murals; A Local Bank; Businesses; Families; Personal Development; Make Time to Create Art; Join an Existing Arts Group in your Community or Region; Take Advantage of Internet Resources; Become an Active Member of the National Art Education Association; Apply for Grants Keep Abreast of Current Research in Your FieldContinue Master's-Level Studio Classes; Organize a Field Trip by Bus; Planning; Teacher Notification; The Permission Slip; Finances; Transportation; A Few Simple Goals; Expectations for Behavior; The In-School Field Trip; Guest Speaker; Chapter 2: The Art of Teaching Art; The Universal Curriculum of Art; The History of Art; Cross-Curriculum and Cultural Connections; Art Appreciation; Core Arts Standards; District Curriculum; Assessment; Learning Styles; Creative Problem Solving; Try It Yourself First; Assignments with Options Coming Up with Original Ideas |
| Record Nr. | UNINA-9910812738403321 |
|
Hume Helen D. <1933->
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Building academic language : meeting common core standards across disciplines, grades 5-12 / / Jeff Zwiers
| Building academic language : meeting common core standards across disciplines, grades 5-12 / / Jeff Zwiers |
| Autore | Zwiers Jeff |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossery-Bass, , 2014 |
| Descrizione fisica | 1 online resource (338 p.) |
| Disciplina | 407.1 |
| Soggetto topico | Academic language - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-74481-0 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface 1 Understanding How Students Use Language Chapter 1 introduces foundational social and cultural perspectives of complex uses of languages in and out of school. It introduces readers to ways in which the Common Core State Standards provide new opportunities and challenges with respect to building academic language. The Common Core State Standards present new cognitive and literacy targets that can only be reached with heightened cultivation of academic language. 2 Language Skills Needed to Exceed Common Core State Standards Chapter 2 clarifies the functions and features of academic language with direct references to the Common Core Standards. This includes academic grammar and "whole message" discourse levels of language use. Science, math, and history teachers must teach use of language beyond vocabulary knowledge, given that each discipline emphasizes different ways of thinking and communicating in complex ways. When students learn these ways of using language, they gain access to the "codes" and strategies that accelerate their disciplinary abilities and knowledge. 3 Cultivating Academic Language Learning Chapter 3 provides an overview of how students acquire language, along with key teacher habits and strategies for modeling and scaffolding its development across content areas. Examples of activities in lessons based on Common Core State Standards are provided. This chapter also helps us improve our own language use in classroom settings. 4 Content Area Variations of Academic Language Given that not all disciplines are alike in their content, thinking, and ways of communicating, Chapter 4 describes variations of language that correspond to the main content areas taught in schools: math, language arts, history, and science. This chapter addresses some of the "shifts" in instruction that have emerged in response to the Common Core State Standards. 5 Facilitating Whole Class Discussions for Content and Language Development This chapter focuses on making whole class discussions more effective for building academic language, content knowledge, and thinking skills. The chapter starts with a rationale for using classroom talk in a variety of settings and offers tips for leading discussions in ways that deepen and extend student thinking, as opposed to just promoting the accumulation of facts. The chapter offers more effective alternatives to common questioning strategies and teacher-controlled formats such as initiation-response-feedback (IRF). The latter half of the chapter focuses on improving academic listening, engaging all students in whole-class communication activities, and building language through simulations and role plays. Examples of Common Core State Standards are used in the activities. 6 Academic Listening and Speaking in Small Groups and Pairs This chapter focuses on building oral academic language, content knowledge, and thinking skills in pairs and small groups. The chapter offers ideas for supporting small group and pair discussions in ways that deepen and extend student thinking, as well as create ideas, as opposed to just regurgitating someone else's knowledge. Examples of Common Core State Standards are used in the activities. 7 Language for Reading Complex Texts Chapter 7 looks at the language of reading, emphasizing the learning of language skills beyond vocabulary to help in comprehending difficult texts, as outlined by the Common Core State Standards. It also includes a section on teaching content area and general academic vocabulary--in context. 8 Language for Creating Complex Texts Chapter 8 provides ways to develop language for the types of academic writing addressed in the Common Core State Standards. It emphasizes a deep analysis of the complex ways in which students must think, organize, fortify, negotiate, and communicate knowledge in a discipline as experts might do. It provides ideas for modeling, scaffolding, and analyzing texts that students will be asked to write. 9 Building Language Development into Lessons and Assessments Chapter 9 introduces ways to formatively and summatively assess ways of using academic language to show learning of Common Core State Standards, as well as hints for planning for instruction based on assessments. It emphasizes the importance of identifying the thinking and language that we want students to learn before we leap into instruction. 10 Concluding Thoughts Chapter 10 offers some final thoughts and next steps for weaving the previous chapters' ideas into daily practice. Appendix A Highly Recommended Resources on Academic Language Appendix B Frequently-Used Academic Words Appendix C Suggestions for Before, During, & After Mini-lectures References About the Author About the Sponsor Index . |
| Record Nr. | UNINA-9910463907903321 |
|
Zwiers Jeff
|
||
| San Francisco, California : , : Jossery-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Building academic language : meeting common core standards across disciplines, grades 5-12 / / Jeff Zwiers
| Building academic language : meeting common core standards across disciplines, grades 5-12 / / Jeff Zwiers |
| Autore | Zwiers Jeff |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossery-Bass, , 2014 |
| Descrizione fisica | 1 online resource (338 p.) |
| Disciplina | 407.1 |
| Soggetto topico | Academic language - Study and teaching |
| ISBN |
1-118-74480-2
1-118-74481-0 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface 1 Understanding How Students Use Language Chapter 1 introduces foundational social and cultural perspectives of complex uses of languages in and out of school. It introduces readers to ways in which the Common Core State Standards provide new opportunities and challenges with respect to building academic language. The Common Core State Standards present new cognitive and literacy targets that can only be reached with heightened cultivation of academic language. 2 Language Skills Needed to Exceed Common Core State Standards Chapter 2 clarifies the functions and features of academic language with direct references to the Common Core Standards. This includes academic grammar and "whole message" discourse levels of language use. Science, math, and history teachers must teach use of language beyond vocabulary knowledge, given that each discipline emphasizes different ways of thinking and communicating in complex ways. When students learn these ways of using language, they gain access to the "codes" and strategies that accelerate their disciplinary abilities and knowledge. 3 Cultivating Academic Language Learning Chapter 3 provides an overview of how students acquire language, along with key teacher habits and strategies for modeling and scaffolding its development across content areas. Examples of activities in lessons based on Common Core State Standards are provided. This chapter also helps us improve our own language use in classroom settings. 4 Content Area Variations of Academic Language Given that not all disciplines are alike in their content, thinking, and ways of communicating, Chapter 4 describes variations of language that correspond to the main content areas taught in schools: math, language arts, history, and science. This chapter addresses some of the "shifts" in instruction that have emerged in response to the Common Core State Standards. 5 Facilitating Whole Class Discussions for Content and Language Development This chapter focuses on making whole class discussions more effective for building academic language, content knowledge, and thinking skills. The chapter starts with a rationale for using classroom talk in a variety of settings and offers tips for leading discussions in ways that deepen and extend student thinking, as opposed to just promoting the accumulation of facts. The chapter offers more effective alternatives to common questioning strategies and teacher-controlled formats such as initiation-response-feedback (IRF). The latter half of the chapter focuses on improving academic listening, engaging all students in whole-class communication activities, and building language through simulations and role plays. Examples of Common Core State Standards are used in the activities. 6 Academic Listening and Speaking in Small Groups and Pairs This chapter focuses on building oral academic language, content knowledge, and thinking skills in pairs and small groups. The chapter offers ideas for supporting small group and pair discussions in ways that deepen and extend student thinking, as well as create ideas, as opposed to just regurgitating someone else's knowledge. Examples of Common Core State Standards are used in the activities. 7 Language for Reading Complex Texts Chapter 7 looks at the language of reading, emphasizing the learning of language skills beyond vocabulary to help in comprehending difficult texts, as outlined by the Common Core State Standards. It also includes a section on teaching content area and general academic vocabulary--in context. 8 Language for Creating Complex Texts Chapter 8 provides ways to develop language for the types of academic writing addressed in the Common Core State Standards. It emphasizes a deep analysis of the complex ways in which students must think, organize, fortify, negotiate, and communicate knowledge in a discipline as experts might do. It provides ideas for modeling, scaffolding, and analyzing texts that students will be asked to write. 9 Building Language Development into Lessons and Assessments Chapter 9 introduces ways to formatively and summatively assess ways of using academic language to show learning of Common Core State Standards, as well as hints for planning for instruction based on assessments. It emphasizes the importance of identifying the thinking and language that we want students to learn before we leap into instruction. 10 Concluding Thoughts Chapter 10 offers some final thoughts and next steps for weaving the previous chapters' ideas into daily practice. Appendix A Highly Recommended Resources on Academic Language Appendix B Frequently-Used Academic Words Appendix C Suggestions for Before, During, & After Mini-lectures References About the Author About the Sponsor Index . |
| Record Nr. | UNINA-9910787860703321 |
|
Zwiers Jeff
|
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| San Francisco, California : , : Jossery-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Building academic language : meeting common core standards across disciplines, grades 5-12 / / Jeff Zwiers
| Building academic language : meeting common core standards across disciplines, grades 5-12 / / Jeff Zwiers |
| Autore | Zwiers Jeff |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossery-Bass, , 2014 |
| Descrizione fisica | 1 online resource (338 p.) |
| Disciplina | 407.1 |
| Soggetto topico | Academic language - Study and teaching |
| ISBN |
1-118-74480-2
1-118-74481-0 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface 1 Understanding How Students Use Language Chapter 1 introduces foundational social and cultural perspectives of complex uses of languages in and out of school. It introduces readers to ways in which the Common Core State Standards provide new opportunities and challenges with respect to building academic language. The Common Core State Standards present new cognitive and literacy targets that can only be reached with heightened cultivation of academic language. 2 Language Skills Needed to Exceed Common Core State Standards Chapter 2 clarifies the functions and features of academic language with direct references to the Common Core Standards. This includes academic grammar and "whole message" discourse levels of language use. Science, math, and history teachers must teach use of language beyond vocabulary knowledge, given that each discipline emphasizes different ways of thinking and communicating in complex ways. When students learn these ways of using language, they gain access to the "codes" and strategies that accelerate their disciplinary abilities and knowledge. 3 Cultivating Academic Language Learning Chapter 3 provides an overview of how students acquire language, along with key teacher habits and strategies for modeling and scaffolding its development across content areas. Examples of activities in lessons based on Common Core State Standards are provided. This chapter also helps us improve our own language use in classroom settings. 4 Content Area Variations of Academic Language Given that not all disciplines are alike in their content, thinking, and ways of communicating, Chapter 4 describes variations of language that correspond to the main content areas taught in schools: math, language arts, history, and science. This chapter addresses some of the "shifts" in instruction that have emerged in response to the Common Core State Standards. 5 Facilitating Whole Class Discussions for Content and Language Development This chapter focuses on making whole class discussions more effective for building academic language, content knowledge, and thinking skills. The chapter starts with a rationale for using classroom talk in a variety of settings and offers tips for leading discussions in ways that deepen and extend student thinking, as opposed to just promoting the accumulation of facts. The chapter offers more effective alternatives to common questioning strategies and teacher-controlled formats such as initiation-response-feedback (IRF). The latter half of the chapter focuses on improving academic listening, engaging all students in whole-class communication activities, and building language through simulations and role plays. Examples of Common Core State Standards are used in the activities. 6 Academic Listening and Speaking in Small Groups and Pairs This chapter focuses on building oral academic language, content knowledge, and thinking skills in pairs and small groups. The chapter offers ideas for supporting small group and pair discussions in ways that deepen and extend student thinking, as well as create ideas, as opposed to just regurgitating someone else's knowledge. Examples of Common Core State Standards are used in the activities. 7 Language for Reading Complex Texts Chapter 7 looks at the language of reading, emphasizing the learning of language skills beyond vocabulary to help in comprehending difficult texts, as outlined by the Common Core State Standards. It also includes a section on teaching content area and general academic vocabulary--in context. 8 Language for Creating Complex Texts Chapter 8 provides ways to develop language for the types of academic writing addressed in the Common Core State Standards. It emphasizes a deep analysis of the complex ways in which students must think, organize, fortify, negotiate, and communicate knowledge in a discipline as experts might do. It provides ideas for modeling, scaffolding, and analyzing texts that students will be asked to write. 9 Building Language Development into Lessons and Assessments Chapter 9 introduces ways to formatively and summatively assess ways of using academic language to show learning of Common Core State Standards, as well as hints for planning for instruction based on assessments. It emphasizes the importance of identifying the thinking and language that we want students to learn before we leap into instruction. 10 Concluding Thoughts Chapter 10 offers some final thoughts and next steps for weaving the previous chapters' ideas into daily practice. Appendix A Highly Recommended Resources on Academic Language Appendix B Frequently-Used Academic Words Appendix C Suggestions for Before, During, & After Mini-lectures References About the Author About the Sponsor Index . |
| Record Nr. | UNINA-9910814568403321 |
|
Zwiers Jeff
|
||
| San Francisco, California : , : Jossery-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common core literacy for ELA, history/social studies, and the humanities : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight
| Common core literacy for ELA, history/social studies, and the humanities : strategies to deepen content knowledge (grades 6-12) / / Katherine S. McKnight |
| Autore | McKnight Katherine S (Katherine Siewert) |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (217 p.) |
| Disciplina | 428.4071/2 |
| Soggetto topico |
Content area reading - Study and teaching (Secondary) - United States - Standards
Language arts (Secondary) - United States - Standards |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-71026-6
1-118-71018-5 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; Tables and Figures; About the Author; About Staff Development for Educators; Preface; Chapter One: Why Does Content Literacy Matter?; The Structure of the Common Core State Standards; The Need for Content Literacy; What Does this Framework mean for Content Area Teachers?; Common Core State Standards; A Close Reading; Up for Debate; Reading the Framework; The Biggest Changes with the Common Core; Text Complexity; Close Reading and Textual Analysis; Argumentation in Writing; Greater Emphasis on Research; Speaking and Listening; Language
Some Final ThoughtsChapter Two: Deepening Reading Comprehension Skills and Content Knowledge; A Look at the Interdisciplinary Standards; Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity; Building Reading Skills in a Content Area: Before, During, and After Reading; Before-Reading Strategies; During-Reading Strategies; After-Reading Strategies; Close Reading and Textual Complexity; The CCSS Textual Complexity Model; Text Complexity Three-Part Model; Additional Resources for Determining Text Complexity Other Tips for Developing Adolescent Reading SkillsSome Final Thoughts; Chapter Three: Effective Content Area Writing Strategies; A Look at the Interdisciplinary Standards; CCSS Anchor Standards in Writing; Text Types and Purposes; Production and Distribution of Writing; Research to Build and Present Knowledge; Range of Writing; Key Features of the Writing Standards; Writing Process; The Three Types of Writing; Writing and Technology; Strategies that Build Writing Skills in the Content Area; An Increased Focus on Research; Webquests Integrating Knowledge and Ideas Across Multiple Sources of InformationSome Final Thoughts; Chapter Four: Speaking and Listening in the Content Area; A Look at the Speaking and Listening Standards; Comprehension and Collaboration; Presentation of Knowledge and Ideas; Technology; Small and Large Group Discussions; Developing Argumentation Skills Through Speaking and Listening; What do the Standards Mean for English and Social Studies Teachers?; A Few Words About English Language Learners; Some Final Thoughts; Chapter Five: Developing Academic Language A Look at the CCSS Anchor Standards in LanguageConventions of Standard English; Knowledge of Language; Vocabulary Acquisition and Use; The Impact of the Language Strand on Content Instruction; What Do the Vocabulary Standards Mean for Content Teachers?; Strategies to Build Language Skills in Content Areas; Sample Mini-Lessons; Vocabulary Strategies; Some Final Thoughts; Chapter Six: Learning Centers and Student-Centered Activities; Learning Centers; How to Get Started with Learning Centers; Some Additional Advice About Centers; How Often Should I Use Centers in the Classroom? Literature Circles and Text Groups |
| Record Nr. | UNINA-9910464938603321 |
|
McKnight Katherine S (Katherine Siewert)
|
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| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
