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Education after Dewey [[electronic resource] /] / Paul Fairfield
| Education after Dewey [[electronic resource] /] / Paul Fairfield |
| Autore | Fairfield Paul <1966-> |
| Pubbl/distr/stampa | New York, : Continuum International Pub. Group, 2009 |
| Descrizione fisica | 1 online resource (317 p.) |
| Disciplina | 370.1 |
| Soggetto topico |
Education - Philosophy
Education - Aims and objectives Education, Humanistic |
| ISBN |
1-282-46667-4
9786612466670 1-4411-5828-6 |
| Classificazione | EDU039000EDU000000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; A Note about References; Introduction: An Enigmatic Transition; Part 1: The Educative Process; 1 Beyond Progressivism and Conservatism; 2 Dewey's Copernican Revolution; 3 What Is Called Thinking?; Part 2: Education in the Human Sciences; 4 Teaching Philosophy: The Scholastic and the Thinker; 5 Teaching Religion: Spiritual Training or Indoctrination?; 6 Teaching Ethics: From Moralism to Experimentalism; 7 Teaching Politics: Training for Democratic Citizenship; 8 Teaching History: The Past and the Present; 9 Teaching Literature: Life and Narrative; Index; A; B; C; D; E; F; G; H; I; J
KL; M; N; O; P; R; S; T; U; W |
| Record Nr. | UNINA-9910780922203321 |
Fairfield Paul <1966->
|
||
| New York, : Continuum International Pub. Group, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education after Dewey / / Paul Fairfield
| Education after Dewey / / Paul Fairfield |
| Autore | Fairfield Paul <1966-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York, : Continuum International Pub. Group, 2009 |
| Descrizione fisica | 1 online resource (317 p.) |
| Disciplina | 370.1 |
| Soggetto topico |
Education - Philosophy
Education - Aims and objectives Education, Humanistic |
| ISBN |
1-282-46667-4
9786612466670 1-4411-5828-6 |
| Classificazione | EDU039000EDU000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; A Note about References; Introduction: An Enigmatic Transition; Part 1: The Educative Process; 1 Beyond Progressivism and Conservatism; 2 Dewey's Copernican Revolution; 3 What Is Called Thinking?; Part 2: Education in the Human Sciences; 4 Teaching Philosophy: The Scholastic and the Thinker; 5 Teaching Religion: Spiritual Training or Indoctrination?; 6 Teaching Ethics: From Moralism to Experimentalism; 7 Teaching Politics: Training for Democratic Citizenship; 8 Teaching History: The Past and the Present; 9 Teaching Literature: Life and Narrative; Index; A; B; C; D; E; F; G; H; I; J
KL; M; N; O; P; R; S; T; U; W |
| Record Nr. | UNINA-9910812317803321 |
|
Fairfield Paul <1966->
|
||
| New York, : Continuum International Pub. Group, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Flipping your English class to reach all learners : strategies and lesson plans / / Troy Cockrum
| Flipping your English class to reach all learners : strategies and lesson plans / / Troy Cockrum |
| Autore | Cockrum Troy |
| Pubbl/distr/stampa | New York : , : Routledge, , 2014 |
| Descrizione fisica | 1 online resource (146 p.) |
| Disciplina | 372.6 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Elementary) - Standards - United States |
| ISBN |
0-415-73315-4
1-317-82102-5 1-315-81982-1 1-317-82103-3 |
| Classificazione | EDU039000EDU000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; TItle; Copyright; Contents; Meet the Author; Acknowledgments; 1 Why I Flipped My Class; Flipping Benefits Students of All Abilities; Flipping Helps Students Become More Responsible for Their Own Learning; Flipping Benefits Busy Students; Flipping Allows Teachers More Individual Interaction with Every Student; Flipping Allows Teachers the Ability to Develop Better Relationships with All Their Students; Flipping Significantly Reduces Negative Behaviors that Affect Classroom Management; Flipping Is Not About the Video; 2 What Is a Flipped Classroom?; Instruction Delivered Asynchronously
Students Have Immediate and Consistent Access to InformationTeachers Are Available during Class Time to Answer Questions and to Guide Learning; 3 Why a Flipped Class Works in Language Arts; Individualized Instruction; Community; Self-Pacing; Choice in Activities/Alternate Assessment; Focus on the "Fun Stuff "; Grading; Efficiently Use Time; Autonomous Learning; Common Core State Standards; 4 Models of a Flipped Classroom; First Iteration Flips; Second Iteration Flips; Third Iteration Flips; 5 Flipped Writing Instruction; What Does a Flipped English Class Look Like? Writing Lesson Plan (Traditional Flip): How Can a Source Be Reliable?Writing Lesson Plan (Explore-Flip-Apply): How Can a Source Be Reliable?; Writing Lesson Plan (Traditional Flip): English and Italian Sonnets; Writing Lesson Plan (Explore-Flip-Apply): English and Italian Sonnets; Writing Lesson Plan (Traditional Flip): Argument in the Real World; Writing Lesson Plan (Explore-Flip-Apply): Should Mr. Smith Flip His Class?; Writing Lesson Plan: At the RACES: Writing Open-Ended Responses on Standardized Tests; 6 Flipped Language Instruction; Language Lesson Plan: Comma Usage Language Lesson Plan: Verbal Phrases: Gerunds, Participles, InfinitivesLanguage Lesson Plan: Parts of Speech; Language Lesson Plan: Ask the Expert; 7 Flipped Reading Instruction; Reading Lesson Plan: Symbolism in Lord of the Flies; Reading Lesson Plan: "maggy, milly, molly, and may" by e.e. cummings; Reading Lesson Plan: Drama: The Three- and Five-Act Plays; Reading Lesson Plan: Of Mice and Men: Introductory Idioms; Reading Lesson Plan: Exposition in Roll of Thunder, Hear My Cry; 8 Flipping Speaking and Listening Instruction; Speaking and Listening Lesson Plan: Analyzing Famous Speeches Speaking and Listening Lesson Plan: Bad PowerPointsSpeaking and Listening Lesson Plan: Where Do My Hands Go?; Rubric Sample; Speaking and Listening Lesson Plan: Socratic Seminar; 9 Other Uses for Flipping Language Arts; Student Feedback; Peer Feedback; Student-Created Content; Creative Projects; 10 Tips for Making Engaging Videos; High Energy (I Mean Over-the-Top Energy); Student Reflection; Script or No Script? That Is the Question.; Keep It Short; Personalize; Tell Stories; Create with Another Teacher; Make It Multimodal; Go on Location; Consider Interactivity; Done Is Better Than Perfect Use Self-Reflection |
| Record Nr. | UNINA-9910790801703321 |
|
Cockrum Troy
|
||
| New York : , : Routledge, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Flipping your English class to reach all learners : strategies and lesson plans / / Troy Cockrum
| Flipping your English class to reach all learners : strategies and lesson plans / / Troy Cockrum |
| Autore | Cockrum Troy |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2014 |
| Descrizione fisica | 1 online resource (146 p.) |
| Disciplina |
372.6
428.0071273 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Elementary) - Standards - United States |
| ISBN |
0-415-73315-4
1-317-82102-5 1-315-81982-1 1-317-82103-3 |
| Classificazione | EDU039000EDU000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; TItle; Copyright; Contents; Meet the Author; Acknowledgments; 1 Why I Flipped My Class; Flipping Benefits Students of All Abilities; Flipping Helps Students Become More Responsible for Their Own Learning; Flipping Benefits Busy Students; Flipping Allows Teachers More Individual Interaction with Every Student; Flipping Allows Teachers the Ability to Develop Better Relationships with All Their Students; Flipping Significantly Reduces Negative Behaviors that Affect Classroom Management; Flipping Is Not About the Video; 2 What Is a Flipped Classroom?; Instruction Delivered Asynchronously
Students Have Immediate and Consistent Access to InformationTeachers Are Available during Class Time to Answer Questions and to Guide Learning; 3 Why a Flipped Class Works in Language Arts; Individualized Instruction; Community; Self-Pacing; Choice in Activities/Alternate Assessment; Focus on the "Fun Stuff "; Grading; Efficiently Use Time; Autonomous Learning; Common Core State Standards; 4 Models of a Flipped Classroom; First Iteration Flips; Second Iteration Flips; Third Iteration Flips; 5 Flipped Writing Instruction; What Does a Flipped English Class Look Like? Writing Lesson Plan (Traditional Flip): How Can a Source Be Reliable?Writing Lesson Plan (Explore-Flip-Apply): How Can a Source Be Reliable?; Writing Lesson Plan (Traditional Flip): English and Italian Sonnets; Writing Lesson Plan (Explore-Flip-Apply): English and Italian Sonnets; Writing Lesson Plan (Traditional Flip): Argument in the Real World; Writing Lesson Plan (Explore-Flip-Apply): Should Mr. Smith Flip His Class?; Writing Lesson Plan: At the RACES: Writing Open-Ended Responses on Standardized Tests; 6 Flipped Language Instruction; Language Lesson Plan: Comma Usage Language Lesson Plan: Verbal Phrases: Gerunds, Participles, InfinitivesLanguage Lesson Plan: Parts of Speech; Language Lesson Plan: Ask the Expert; 7 Flipped Reading Instruction; Reading Lesson Plan: Symbolism in Lord of the Flies; Reading Lesson Plan: "maggy, milly, molly, and may" by e.e. cummings; Reading Lesson Plan: Drama: The Three- and Five-Act Plays; Reading Lesson Plan: Of Mice and Men: Introductory Idioms; Reading Lesson Plan: Exposition in Roll of Thunder, Hear My Cry; 8 Flipping Speaking and Listening Instruction; Speaking and Listening Lesson Plan: Analyzing Famous Speeches Speaking and Listening Lesson Plan: Bad PowerPointsSpeaking and Listening Lesson Plan: Where Do My Hands Go?; Rubric Sample; Speaking and Listening Lesson Plan: Socratic Seminar; 9 Other Uses for Flipping Language Arts; Student Feedback; Peer Feedback; Student-Created Content; Creative Projects; 10 Tips for Making Engaging Videos; High Energy (I Mean Over-the-Top Energy); Student Reflection; Script or No Script? That Is the Question.; Keep It Short; Personalize; Tell Stories; Create with Another Teacher; Make It Multimodal; Go on Location; Consider Interactivity; Done Is Better Than Perfect Use Self-Reflection |
| Record Nr. | UNINA-9910828343103321 |
|
Cockrum Troy
|
||
| New York : , : Routledge, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||