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Visible Learners : Promoting Reggio-Inspired Approaches in All Schools.
A progressive, research-based approach for making learning visible Based on the Reggio Emilia approach to learning, Visible Learners highlights learning through interpreting objects and artifacts, group learning, and documentation to make students' learning evident to teachers. Visible classroo...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
[Place of publication not identified] :
Wiley,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 a 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn851160259 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
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| 008 | 130628s2013 xx ob 001 0 eng d | ||
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| 020 | |a 1299668216 |q (ebk) | ||
| 020 | |a 9781299668218 |q (ebk) | ||
| 020 | |a 9781118345696 |q (pbk.) | ||
| 020 | |a 111834569X |q (pbk.) | ||
| 020 | |a 9781118420324 | ||
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| 050 | 4 | |a LB1032 |b .K68 2013eb | |
| 082 | 0 | 4 | |a 372.21 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Wilson, Daniel G., |d 1969- |1 https://id.oclc.org/worldcat/entity/E39PCjJbwCfhh3tVbVF9DQWbMK | |
| 245 | 1 | 0 | |a Visible Learners : |b Promoting Reggio-Inspired Approaches in All Schools. |
| 264 | 1 | |a [Place of publication not identified] : |b Wiley, |c 2013. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 520 | |a A progressive, research-based approach for making learning visible Based on the Reggio Emilia approach to learning, Visible Learners highlights learning through interpreting objects and artifacts, group learning, and documentation to make students' learning evident to teachers. Visible classrooms are committed to five key principles: that learning is purposeful, social, emotional, empowering, and representational. The book includes visual essays, key practices, classroom and examples. Show how to make learning happen in relation to others, spark emotional connections, gi. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a The yellow door: turning problems into projects in Kindergarten -- The vernal pool: seventh-graders investigate and protect nature -- Grappling with greatness: negotiating different points of view in AP literature -- The amazing circus act: high school mathematics students learn in plain sight -- Meet the directors: Kindergartners study the Boston Marathon -- Eyes on engagement: supporting student inquiry in a fourth grade classroom -- Making learning and learners visible -- Unpacking the practice of group learning -- Unpacking the practice of documentation -- Making learning visible in an age of accountability -- Supporting learning in groups in the classroom -- Supporting learning in groups in the staffroom -- Documenting individual and group learning -- Engaging families in supporting student learning -- Making learning visible beyond the classroom. | |
| 505 | 0 | |a More Praise for Visible Learners; Title page; Copyright page; Contents; Acknowledgments; Foreword; Introduction; PART I: Six Learning Portraits; Chapter 1: The Yellow Door; Turning Problems into Projects in Kindergarten; The Planning Phase; The "Door Hunt": Collecting Data on Doors; Organizing and Sharing the Data; Finishing the Doors; The Legacy of the Door Project; Chapter 2: The Vernal Pool; Seventh-Graders Investigate and Protect a Local Habitat; The Vernal Pool Expedition; Data Collection and Research: "What Is It?" and "How Can You Prove It?"; "Where Does the Energy Come From?" | |
| 505 | 8 | |a Creating the Field GuideA Pool Protected; Recollections and Reflections; Chapter 3: Grappling with Greatness; Negotiating Different Points of View in AP Literature; The Greatness Interviews; Chapter 4: The Amazing Circus Act; Making Visibility Part of the Equation in High School Mathematics; Showing the Thinking behind the Equation; "Is Eight Feet of Water Really Deep Enough?"; An Eye on the Audience; The Not So "Final" Display; Chapter 5: Meet the Directors; Kindergartners Study the Boston Marathon; Ready, Set, Go!; The Genesis of the Committee; Creating a Storyboard; Feedback from Friends. | |
| 505 | 8 | |a The Blessings of a Learning GroupChapter 6: Eyes on Engagement; Supporting Student Inquiry in a Fourth Grade Classroom; Spinning Tops; All Hands In: A Symbol of Teamwork; D'Anique's Discovery: Capturing an Aha! Moment in Math; PART II: Principles and Practices; Chapter 7: Making Learning and Learners Visible; The Need for Visibility; A Brief History; The Broader Context; Five Principles of Learning; Learning Is Purposeful; Learning Is Social; Learning Is Emotional; Learning Is Empowering; Learning Is Representational; Core Practices of Making Learning and Learners Visible; Learning in Groups. | |
| 505 | 8 | |a DocumentationChapter 8: Unpacking the Practice of Group Learning; Nurturing Children's Capacities to Learn Together; Creating Awareness of Factors in Successful Group Work; Grounding Conversations about Group Learning in Documentation; Providing Adult Models; Designing Engaging Tasks That Benefit from a Group Perspective; Meaningful Topics for Students and Teachers; Topics for Adult Inquiry Groups; Facilitating Conversations That Deepen Learning; Developing a Vocabulary of Collaboration; Protocols, Thinking Routines, Rubrics, and Norms; Building Collective Knowledge. | |
| 505 | 8 | |a Forming Groups IntentionallyGroups Based on Teacher Assessment of Learners' Needs, Strengths, and Interests; Incorporating Learner Input; Choreographing Individual, Small-Group, and Whole-Class Learning; Deliberate Planning; Technological Support; Beyond Classroom Walls; Chapter 9: Unpacking the Practice of Documentation; Documentation: Not Just a Beautiful End Product; When Is Documentation?; Four Key Practices of Documentation; Observing: The Very Heart of Documentation; Recording: Capturing the Processes and Products of Learning; Interpreting: Supporting Reflection That Informs Instruction. | |
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Group work in education. | |
| 650 | 0 | |a Reggio Emilia approach (Early childhood education) | |
| 650 | 6 | |a Enseignement |x Travail en équipe. | |
| 650 | 6 | |a Approche Reggio Emilia (Éducation de la première enfance) | |
| 650 | 7 | |a Group work in education |2 fast | |
| 650 | 7 | |a Reggio Emilia approach (Early childhood education) |2 fast | |
| 700 | 1 | |a Krechevsky, Mara. | |
| 700 | 1 | |a Mardell, Ben. | |
| 700 | 1 | |a Rivard, Melissa, |d 1964- |1 https://id.oclc.org/worldcat/entity/E39PCjxXKXBfqHtGG8bc8HMHG3 | |
| 758 | |i has work: |a Visible learners (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGQXJVXmhG9rqrfVQTDDv3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9781299668218 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1210951 |z Texto completo |
| 938 | |a Coutts Information Services |b COUT |n 25731553 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL1210951 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis25731553 | ||
| 994 | |a 92 |b IZTAP | ||