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5 Practices for Orchestrating Productive Task-Based Discussions in Science
Robust and effective classroom discussions are essential for providing students with opportunities to simultaneously engage in science practices while learning key science content. Using numerous examples and science learning tasks, the authors show how teachers can plan the lesson to encourage stud...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Reston, VA :
National Council of Teachers of Mathematics,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 020 | |a 9780873537452 |q (paperback) | ||
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| 049 | |a UAMI | ||
| 100 | 1 | |a Cartier, Jennifer L. | |
| 245 | 1 | 0 | |a 5 Practices for Orchestrating Productive Task-Based Discussions in Science |h [electronic resource]. |
| 260 | |a Reston, VA : |b National Council of Teachers of Mathematics, |c 2013. | ||
| 300 | |a 1 online resource (146 p.) | ||
| 500 | |a Description based upon print version of record. | ||
| 520 | |a Robust and effective classroom discussions are essential for providing students with opportunities to simultaneously engage in science practices while learning key science content. Using numerous examples and science learning tasks, the authors show how teachers can plan the lesson to encourage students to not only learn science content but employ disciplinary practices as well. This volume outlines the five practices teachers need for facilitating effective inquiry-oriented classrooms:Anticipate what students will do--what strategies they will use--in solving a problemMonitor their work as th. | ||
| 504 | |a Includes bibliographical references (p. 127-129). | ||
| 505 | 0 | |a Laying the groundwork : setting goals and selecting tasks -- Introducing the five practices model : contrasting the practices of two teachers -- Getting started : anticipating and monitoring students' work -- Making decisions about the discussion : selecting, sequencing, and connecting -- Encouraging and guiding student thinking -- Positioning five practices discussion within instructional design -- Beginning secondary science teachers use the model : lessons learned. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Science |x Study and teaching (Primary) | |
| 650 | 0 | |a Science |x Study and teaching (Secondary) | |
| 650 | 0 | |a Task analysis in education. | |
| 650 | 0 | |a Inquiry-based learning. | |
| 650 | 0 | |a Communication in science. | |
| 650 | 6 | |a Sciences |x Étude et enseignement (Primaire) | |
| 650 | 6 | |a Sciences |x Étude et enseignement (Secondaire) | |
| 650 | 6 | |a Éducation |x Analyse des emplois. | |
| 650 | 6 | |a Apprentissage basé sur l'enquête. | |
| 650 | 6 | |a Information scientifique. | |
| 650 | 7 | |a Communication in science |2 fast | |
| 650 | 7 | |a Inquiry-based learning |2 fast | |
| 650 | 7 | |a Science |x Study and teaching (Primary) |2 fast | |
| 650 | 7 | |a Science |x Study and teaching (Secondary) |2 fast | |
| 650 | 7 | |a Task analysis in education |2 fast | |
| 700 | 1 | |a Smith, Margaret Schwan. | |
| 700 | 1 | |a Stein, Mary Kay. | |
| 700 | 1 | |a Ross, Danielle K. | |
| 758 | |i has work: |a 5 practices for orchestrating productive task-based discussions in science (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGHgYjVqtWm3c3RQ4vFqPP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Cartier, Jennifer L. |t 5 Practices for Orchestrating Productive Task-Based Discussions in Science |d Reston, VA : National Council of Teachers of Mathematics,c2013 |z 9780873537452 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=6635031 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6635031 | ||
| 994 | |a 92 |b IZTAP | ||