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10 best teaching practices [[electronic resource] ] : how brain research and learning styles define teaching competencies / / Donna Walker Tileston
| 10 best teaching practices [[electronic resource] ] : how brain research and learning styles define teaching competencies / / Donna Walker Tileston |
| Autore | Tileston Donna Walker |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : Corwin, c2011 |
| Descrizione fisica | 1 online resource (xiv, 134 p.) : ill |
| Disciplina | 371.102 |
| Soggetto topico |
Effective teaching
Educational change Learning, Psychology of |
| ISBN |
9781452230719
1-4522-7180-1 1-4833-8727-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Ten best teaching practices |
| Record Nr. | UNINA-9910480536903321 |
Tileston Donna Walker
|
||
| Thousand Oaks, Calif. ; ; London, : Corwin, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
10 best teaching practices [[electronic resource] ] : how brain research and learning styles define teaching competencies / / Donna Walker Tileston
| 10 best teaching practices [[electronic resource] ] : how brain research and learning styles define teaching competencies / / Donna Walker Tileston |
| Autore | Tileston Donna Walker |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : Corwin, c2011 |
| Descrizione fisica | 1 online resource (xiv, 134 p.) : ill |
| Disciplina | 371.102 |
| Soggetto topico |
Effective teaching
Educational change Learning, Psychology of |
| ISBN |
9781452230719
1-4522-7180-1 1-4833-8727-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Creating an environment that facilitates learning -- Differentiating for different learning styles -- Helping students make connections from prior knowledge -- Teaching for long-term memory -- Constructing knowledge through higher-level thinking processes -- Fostering collaborative learning -- Bridging the gap between all learners -- Evaluating learning with authentic assessments -- Encouraging in-depth understanding with real-world applications -- Integrating technology seamlessly into instruction -- Putting it all together. |
| Altri titoli varianti | Ten best teaching practices |
| Record Nr. | UNINA-9910787216003321 |
|
Tileston Donna Walker
|
||
| Thousand Oaks, Calif. ; ; London, : Corwin, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
10 best teaching practices [[electronic resource] ] : how brain research and learning styles define teaching competencies / / Donna Walker Tileston
| 10 best teaching practices [[electronic resource] ] : how brain research and learning styles define teaching competencies / / Donna Walker Tileston |
| Autore | Tileston Donna Walker |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : Corwin, c2011 |
| Descrizione fisica | 1 online resource (xiv, 134 p.) : ill |
| Disciplina | 371.102 |
| Soggetto topico |
Effective teaching
Educational change Learning, Psychology of |
| ISBN |
9781452230719
1-4522-7180-1 1-4833-8727-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Creating an environment that facilitates learning -- Differentiating for different learning styles -- Helping students make connections from prior knowledge -- Teaching for long-term memory -- Constructing knowledge through higher-level thinking processes -- Fostering collaborative learning -- Bridging the gap between all learners -- Evaluating learning with authentic assessments -- Encouraging in-depth understanding with real-world applications -- Integrating technology seamlessly into instruction -- Putting it all together. |
| Altri titoli varianti | Ten best teaching practices |
| Record Nr. | UNINA-9910817486803321 |
|
Tileston Donna Walker
|
||
| Thousand Oaks, Calif. ; ; London, : Corwin, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The 12 touchstones of good teaching : a checklist for staying focused every day / / Bryan Goodwin & Elizabeth Ross Hubbell
| The 12 touchstones of good teaching : a checklist for staying focused every day / / Bryan Goodwin & Elizabeth Ross Hubbell |
| Autore | Goodwin Bryan |
| Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , [2013] |
| Descrizione fisica | 1 online resource (256 p.) |
| Disciplina | 371.102 |
| Altri autori (Persone) | HubbellElizabeth Ross |
| Soggetto topico |
Effective teaching
Teacher effectiveness Teacher-student relationships Academic achievement |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4166-1729-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Be demanding : articulate and maintain high expectations for learning -- section 2. Be supportive : provide a nuturing learning environment -- section 3. Be intentional : know why you're doing what you're doing. |
| Record Nr. | UNINA-9910452390803321 |
|
Goodwin Bryan
|
||
| Alexandria, Virginia : , : ASCD, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The 12 touchstones of good teaching : a checklist for staying focused every day / / Bryan Goodwin & Elizabeth Ross Hubbell
| The 12 touchstones of good teaching : a checklist for staying focused every day / / Bryan Goodwin & Elizabeth Ross Hubbell |
| Autore | Goodwin Bryan |
| Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , 2013 |
| Descrizione fisica | 1 online resource (xxix, 222 pages) : illustrations |
| Disciplina | 371.102 |
| Collana | Gale eBooks |
| Soggetto topico |
Effective teaching
Teacher effectiveness Teacher-student relationships Academic achievement |
| ISBN |
1-4166-1730-2
1-4166-1729-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Be demanding : articulate and maintain high expectations for learning -- section 2. Be supportive : provide a nuturing learning environment -- section 3. Be intentional : know why you're doing what you're doing. |
| Record Nr. | UNINA-9910790410503321 |
|
Goodwin Bryan
|
||
| Alexandria, Virginia : , : ASCD, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The 12 touchstones of good teaching : a checklist for staying focused every day / / Bryan Goodwin & Elizabeth Ross Hubbell
| The 12 touchstones of good teaching : a checklist for staying focused every day / / Bryan Goodwin & Elizabeth Ross Hubbell |
| Autore | Goodwin Bryan |
| Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , 2013 |
| Descrizione fisica | 1 online resource (xxix, 222 pages) : illustrations |
| Disciplina | 371.102 |
| Collana | Gale eBooks |
| Soggetto topico |
Effective teaching
Teacher effectiveness Teacher-student relationships Academic achievement |
| ISBN |
1-4166-1730-2
1-4166-1729-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Be demanding : articulate and maintain high expectations for learning -- section 2. Be supportive : provide a nuturing learning environment -- section 3. Be intentional : know why you're doing what you're doing. |
| Record Nr. | UNINA-9910811203203321 |
|
Goodwin Bryan
|
||
| Alexandria, Virginia : , : ASCD, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
4 powerful strategies for struggling readers, grades 3-8 [[electronic resource] ] : small group instruction that improves comprehension / / Lois A. Lanning ; foreword by Joseph Yukish
| 4 powerful strategies for struggling readers, grades 3-8 [[electronic resource] ] : small group instruction that improves comprehension / / Lois A. Lanning ; foreword by Joseph Yukish |
| Autore | Lanning Lois A |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : Corwin, 2009 |
| Descrizione fisica | 1 online resource (177 p.) |
| Disciplina | 372.47 |
| Soggetto topico |
Reading comprehension - Study and teaching (Elementary)
Reading comprehension Reading (Elementary) Effective teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-8052-5
1-4522-0945-6 1-4129-5726-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Foreword; Preface; Acknowledgments; About the Author; 1 - Foundations; 2 - Gradual Release to Accelerate Progress; 3 - Putting the Strategies Into Practice; 4 - Putting the Strategies Into Practice; 5 - Putting the Strategies Into Practice; 6 - Putting the Strategies Into Practice; 7 - Conclusion; Glossary: Defining Terms: Are We Speaking the Same Language?; Appendix 1: Thinking About How We Use Strategies to Comprehend; Appendix 2: Lesson Observation Form; References; Index |
| Altri titoli varianti | Four powerful strategies for struggling readers, grades 3-8 |
| Record Nr. | UNINA-9910480318003321 |
|
Lanning Lois A
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||
| Thousand Oaks, Calif. ; ; London, : Corwin, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
4 powerful strategies for struggling readers, grades 3-8 [[electronic resource] ] : small group instruction that improves comprehension / / Lois A. Lanning ; foreword by Joseph Yukish
| 4 powerful strategies for struggling readers, grades 3-8 [[electronic resource] ] : small group instruction that improves comprehension / / Lois A. Lanning ; foreword by Joseph Yukish |
| Autore | Lanning Lois A |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : Corwin, 2009 |
| Descrizione fisica | 1 online resource (xvii, 157 p.) : ill |
| Disciplina | 372.47 |
| Soggetto topico |
Reading comprehension - Study and teaching (Elementary)
Reading comprehension Reading (Elementary) Effective teaching |
| ISBN |
1-4522-8052-5
1-4522-0945-6 1-4129-5726-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Foreword; Preface; Acknowledgments; About the Author; 1 - Foundations; 2 - Gradual Release to Accelerate Progress; 3 - Putting the Strategies Into Practice; 4 - Putting the Strategies Into Practice; 5 - Putting the Strategies Into Practice; 6 - Putting the Strategies Into Practice; 7 - Conclusion; Glossary: Defining Terms: Are We Speaking the Same Language?; Appendix 1: Thinking About How We Use Strategies to Comprehend; Appendix 2: Lesson Observation Form; References; Index |
| Altri titoli varianti | Four powerful strategies for struggling readers, grades 3-8 |
| Record Nr. | UNINA-9910785735903321 |
|
Lanning Lois A
|
||
| Thousand Oaks, Calif. ; ; London, : Corwin, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
4 powerful strategies for struggling readers, grades 3-8 [[electronic resource] ] : small group instruction that improves comprehension / / Lois A. Lanning ; foreword by Joseph Yukish
| 4 powerful strategies for struggling readers, grades 3-8 [[electronic resource] ] : small group instruction that improves comprehension / / Lois A. Lanning ; foreword by Joseph Yukish |
| Autore | Lanning Lois A |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : Corwin, 2009 |
| Descrizione fisica | 1 online resource (xvii, 157 p.) : ill |
| Disciplina | 372.47 |
| Soggetto topico |
Reading comprehension - Study and teaching (Elementary)
Reading comprehension Reading (Elementary) Effective teaching |
| ISBN |
1-4522-8052-5
1-4522-0945-6 1-4129-5726-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Foreword; Preface; Acknowledgments; About the Author; 1 - Foundations; 2 - Gradual Release to Accelerate Progress; 3 - Putting the Strategies Into Practice; 4 - Putting the Strategies Into Practice; 5 - Putting the Strategies Into Practice; 6 - Putting the Strategies Into Practice; 7 - Conclusion; Glossary: Defining Terms: Are We Speaking the Same Language?; Appendix 1: Thinking About How We Use Strategies to Comprehend; Appendix 2: Lesson Observation Form; References; Index |
| Altri titoli varianti | Four powerful strategies for struggling readers, grades 3-8 |
| Record Nr. | UNINA-9910826487203321 |
|
Lanning Lois A
|
||
| Thousand Oaks, Calif. ; ; London, : Corwin, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
53 ways to deal with large classes [[electronic resource] /] / revised and updated by Hannah Strawson
| 53 ways to deal with large classes [[electronic resource] /] / revised and updated by Hannah Strawson |
| Autore | Strawson Hannah |
| Pubbl/distr/stampa | Newmarket. Suffolk, : Professional and Higher Partnership Ltd, 2013 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina |
371.2
378 |
| Collana | Professional and higher education |
| Soggetto topico |
Teaching
Effective teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-907076-57-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Disclaimer; Title page; Imprint information and credits; Contents; Chapter 1 Problems concerning the course; 1 Some of the students shouldn't be in higher education; 2 Interviewing all the applicants is impossible; 3 Staff can't meet all the needs of new students; 4 Students don't use their handbooks; 5 It's difficult to keep track of everything; 6 There isn't time to meet all the course objectives; 7 Large groups are too heterogeneous; 8 There aren't enough books in the library; 9 Students easily become socially isolated; 10 Students don't get the individual help they need
11 Students don't have independent learning skills 12 Students don't feel valued; 13 It's hard to tell what the students think; 14 Staff feel powerless; Chapter 2 Problems concerning lectures; 15 Informal lectures don't work any more; 16 The lecture room is too small; 17 Students can't see the overall picture; 18 Students find it hard to concentrate; 19 Students don't ask questions; 20 It's hard to tell if students have understood; 21 The lecture isn't enough; 22 There isn't time to cover the syllabus; 23 Students find big lectures uninspiring Chapter 3 Problems concerning discussion groups and seminars 24 It's difficult to cater for different needs; 25 Students feel anonymous in large discussion groups; 26 It's difficult to achieve rapport with such a large group; 27 Students find it hard to prepare for discussion groups; 28 Large discussion groups easily lose direction; 29 There's too much inconsistency between parallel groups; 30 Groups are too big for all the students to participate; 31 The noise level during group work can be disruptive; 32 Students' individual responses are not audible 33 It's difficult to get students' attention when they are working on a task 34 Some groups are just too big for any kind of seminar; 35 Tutors feel unsure of their new role; 36 There are too many students to teach them all every week; 37 Students can't be expected to give seminar papers in large groups; 38 Students lack group work skills; 39 There aren't enough classrooms for student groups; Chapter 4 Problems concerning practicals, projects and fieldwork; 40 There isn't room in the laboratory for all the students; 41 Briefing students for practicals is too time consuming 42 It's impossible to link the science lectures and the practicals 43 There isn't time to supervise individual projects; 44 Large groups can't benefit from fieldwork; Chapter 5 Problems concerning assessment; 45 Students' assignments are too late and too long; 46 It's difficult to motivate yourself to do all the marking; 47 There isn't time to do all the marking; 48 It's difficult to mark group projects fairly; 49 It's impossible to give students fully individualised written feedback; 50 Tutors can't do all the marking unaided; 51 It's impossible to give students one-to-one tutorials 52 There isn't time to detect student plagiarism |
| Record Nr. | UNINA-9910462899503321 |
|
Strawson Hannah
|
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| Newmarket. Suffolk, : Professional and Higher Partnership Ltd, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
