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Applying Standards-Based Constructivism : Elementary.
This book provides teachers with practical ways of constructing lessons that will engage students and help them develop personal responsibility for their own learning.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor and Francis,
2013.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mi 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn861538373 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n|---||||| | ||
| 008 | 131003s2013 xx o 000 0 eng d | ||
| 040 | |a MHW |b eng |e pn |c MHW |d MEAUC |d EBLCP |d UKDOC |d OCLCQ |d MERUC |d ZCU |d OCLCQ |d TKN |d DKC |d OCLCQ |d OCLCO |d OCLCF |d OCLCQ |d OCLCO |d OCLCQ |d OCLCO |d OCLCL | ||
| 020 | |a 9781317922919 | ||
| 020 | |a 1317922913 | ||
| 029 | 1 | |a AU@ |b 000055924241 | |
| 035 | |a (OCoLC)861538373 | ||
| 050 | 4 | |a LB1555 .A66 2004 | |
| 082 | 0 | 4 | |a 372.1102 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Flynn, Pat. | |
| 245 | 1 | 0 | |a Applying Standards-Based Constructivism : |b Elementary. |
| 260 | |a Hoboken : |b Taylor and Francis, |c 2013. | ||
| 300 | |a 1 online resource (208 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This book provides teachers with practical ways of constructing lessons that will engage students and help them develop personal responsibility for their own learning. | ||
| 505 | 0 | |a Cover; Title Page; Copyright Page; Preface; The Way the Sections are Organized; Section Heading; Learning Objective; Main Points; Reality Check Questions; Thoughts for Reflection; End of the Section Assessment; Examples of the Two-Step; Other Details Regarding this Book; Concept Map; Acknowledgements; Table of Contents; 1 Relationship Between Standards and Constructivism; Examples of Constructivist-Based Standards; Constructivism and Standards; Learning Objective; Main Points; Thoughts for Reflection; End of Section Assessment; Understanding Requires Engagement; Learning Objective. | |
| 505 | 8 | |a Main PointsThoughts for Reflection; End of Section Assessment; 2 The Components of the Two-Step; Exploration; Learning Objectives; Main Points; Exploratory Phase for a Harriet Tubman Lesson; Examples of an Exploratory Phase; Discovery Phase for a Unit on Waterways and State History; Discovery Phase (a Performance Task):; Exploratory Phase:; Thought for Reflection; End of Section Assessment; Sample Summary of a Two-Step; Discovery; Learning Objectives; Main Points; A Thought for Reflection; End of Section Assessment:; Sample Summary of a Two-Step; Interventions; Learning Objective; Main Points. | |
| 505 | 8 | |a Spontaneous InterventionsTeacher Observation Is Valid Assessment; Individualize Instruction with Spontaneous Interventions; Thoughts for Reflection; End of Session Assessment; Sample Summary of a Two-Step; Learning Objectives for a Lesson; Learning Objective; Main Points; Thoughts for Reflection; End of Section Assessment; Sample Summary of a Two-Step; Assessment; Learning Objective; Main Points; Three Purposes for Assessment of Student Performance; Strategies for Assessment of Student Performance; Thoughts for Reflection; End of Section Assessment:; Sample Summary of a Two-Step; Reflection. | |
| 505 | 8 | |a Learning ObjectiveThoughts on Reflection; Thoughts for Reflection; End of Section Assessment:; Sample Summary of a Two-Step; 3 How We Learn Guides How We Teach; Learning Grows from Confusion; Learning Objective; Main Points; The Two-Step Model and the Confusion that Leads to Understanding; Thoughts for Reflection; End of Section Assessment; Memorization and Critical Thinking; Learning Objectives; Main Point; Thoughts for Reflection:; End of Section Assessment; We Learn Best When We Teach Others; Learning Objective; Main Points; Thoughts for Reflection; End of Chapter Assessment. | |
| 505 | 8 | |a 4 How Constructivism Differs fromTraditional Models: A Practical Application for Teachers, Administrators, and StudentsInteraction, Lecture, and Constructivism; Learning Objective; Main Points; Thoughts for Reflection; End of Section Assessment; Student Motivation through Authentic Tasks; Learning Objective; Main Points; Thoughts for Reflection; End of Section Assessment; The Effective Classroom Teacher; Learning Objective; Main Points; Thoughts for Reflection:; End of Section Assessment; The Effective Student; Learning Objective; Main Points; Thoughts for Reflection. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Constructivism (Education) |z United States. | |
| 650 | 0 | |a Elementary school teaching |z United States. | |
| 650 | 0 | |a Motivation in education |z United States. | |
| 650 | 6 | |a Constructivisme (Éducation) |z États-Unis. | |
| 650 | 6 | |a Enseignement primaire |z États-Unis. | |
| 650 | 6 | |a Motivation en éducation |z États-Unis. | |
| 650 | 7 | |a Constructivism (Education) |2 fast | |
| 650 | 7 | |a Elementary school teaching |2 fast | |
| 650 | 7 | |a Motivation in education |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Mesibov, Don. | |
| 700 | 1 | |a Vermette, Paul. | |
| 758 | |i has work: |a Applying Standards-Based Constructivism (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGH3D8H8wKh7Wjv8vG8DMP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9781930556669 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1422349 |z Texto completo |
| 938 | |a 123Library |b 123L |n 110783 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1422349 | ||
| 994 | |a 92 |b IZTAP | ||