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THOUSAND OAKS (5) answer(s).
 
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1
ID:   027016


Building thinking classrooms in mathematics - Grades K-12: 14 teaching practices for enhancing learning / Liljedahl, Peter 2021  Book
Liljedahl, Peter Book
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Publication Thousand Oaks, Corwin, 2021.
Description xxii, 315pRed Spine
Summary/Abstract Offers comprehensive and meaningful tasks, accompanying detailed research and explanations, for creating the optimal classroom environment - a thinking classroom.
Standard Number 9781544374833 Pb.
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Accession#Call#Current LocationStatusPolicyLocationIssuedToDueOn
024749510.712/LILMainIssuedTeacher ResourcesTeacher ResourceEMP0036118-Jun-2024
2
ID:   026192


Concept-based Literacy lessons: Designing learning to ignite understanding and transfer Grade 4-10 / Lanning, Lois A.; Brown, Tiffanee 2019  Book
Lanning, Lois A. Book
0 Rating(s) & 0 Review(s)
Publication Thousand Oaks, Corwin, 2019.
Description 157pPurple Spine
Summary/Abstract Helps bridge the divide between conceptual curriculum and actionable practice, and provides practical support for teachers implementing Concept-Based literacy lessons.
Standard Number 9781544318578 Pb.
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Accession#Call#Current LocationStatusPolicyLocationIssuedToDueOn
023960375.001/LANMainIssuedTeacher ResourcesTeacher ResourceEMP0039126-Jun-2024
3
ID:   025965


Designing a concept-based curriculum for English language arts: Meeting the Common Core with intellectual integrity, K-12 / Lanning, Lois A. 2013  Book
Lanning, Lois A. Book
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Publication Thousand Oaks, Corwin, 2013.
Description 158pBrown spine
Summary/Abstract This book provides a step-by-step approach to developing English Language Arts curriculum units.
Contents Part I Preparing for Curriculum Design 1 -- 1 Curriculum Matters in Teaching and Learning 3 -- Curriculum as the Master Plan 5 -- What is Concept-Based Curriculum? 6 -- 2 The Components of a Concept-Based English Language Arts Curriculum 9 -- Traditional Curriculum, Traditional Teaching 11 -- From Traditionally Designed Curriculum to Concept-Based Curriculum Design 12 -- The Relationship Between Knowledge and Process 14 -- Understanding the Two Structures 17 -- The Structure of Knowledge 17 -- The Structure of Process 19 -- Support for These Structures 21 -- Providing a Road Map for Instruction 22 -- 3 Getting Started: Doing the Preliminary Work 23 -- Leading Curriculum Change 23 -- Assembling the Curriculum Leadership Team 24 -- Articulating a Vision 25 -- Determining the Curriculum Template 27 -- Developing Strong Unit Titles 27 -- Mapping Out Units of Study for the New Curriculum 29 -- Review of Concept-Based Curriculum 36 -- Summary 37 -- Part II An Introduction to the Design Process 39 -- Assembling the Curriculum Writing Team 39 -- The Role of the Leadership Team 41 -- Unit Planning Pages 41 -- 4 Designing the Curriculum: Steps 1 and 2 49 -- Step 1: Creating a Unit Title 49 -- Step 2: Identifying a Conceptual Lens 49 -- Summary 52 -- 5 Designing the Curriculum: Step 3 53 -- Step 3: Creating the Unit Web 54 -- The Structure of the Unit Web 54 -- How is Each Strand Defined? 54 -- Why These Strands? 57 -- Subtopics and Concepts 58 -- Summary 65 -- 6 Designing the Curriculum: Steps 4 and 5 67 -- Thinking and Understanding 67 -- Step 4: Writing Generalizations 68 -- Assessing Your Prior Knowledge 69 -- Kick-Starting Generalization Writing 69 -- Aligning Generalizations to the Unit Web 70 -- Scaffolding Generalizations 72 -- Teaching With Generalizations 73 -- Summary of Step 4 74 -- Step 5: Writing Guiding Questions 75 -- Summary of Step 5 78 -- 7 Designing the Curriculum: Steps 6 and 7 81 -- Step 6: Determining Critical Content 81 -- Step 7: Determing Key Skills 83 -- Summary of Steps 6 and 7 89 -- 8 Designing the Curriculum: Steps 8, 9, and 10 91 -- Step 8: Designing the Culminating Assessment 91 -- What We Can Learn From Culminating Assessments 95 -- Step 9: Suggesting Learning Experiences 95 -- Summary of Steps 8 and 9 98 -- Step 10: Writing the Unit Overview 102 -- Summary of Step 10 103 -- Part III What a Concept-Based Curriculum Looks Like 105 -- 9 What Concept-Based English Language Arts Units Look Like 107 -- A Sample Elementary English Language Arts Unit 108 -- A Sample Middle School English Language Arts Unit 121 -- A Sample High School English Language Arts Unit 132 -- Summary 140 -- 10 Voices From the Field 141.
Standard Number 9781452241975 Pb.
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Accession#Call#Current LocationStatusPolicyLocation
023692372.6/LANMainOn ShelfTeacher ResourcesTeacher Resource
4
ID:   026317


Essential guide for student-centered coaching / Sweeney, Diane; Harris, Leanna S. 2020  Book
Sweeney, Diane Book
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Publication Thousand Oaks, Corwin, 2020.
Description 173pBlue Spine
Summary/Abstract Focuses on the challenges of coaching across content areas, extending coaching practices to teams of teachers, using standards to coach toward specific goals, and embedding formative assessments into coaching conversations.
Standard Number 9781544375359 Pb.
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024091371.394/SWEMainOn ShelfTeacher ResourcesTeacher Resource
5
ID:   027040


Worldwise learning: A Teacher's guide to shaping a just, sustainable future / Marschall, Carla 2022  Book
Marschall, Carla Book
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Publication Thousand Oaks, Corwin, 2022.
Description xxvii, 323pWhite Spine
Summary/Abstract Evidence that we live in an increasingly complex and interconnected world exists just inside our kitchens. Cabinets are filled with maple syrup from Canada, jalapenos from Mexico, and pasta from Italy. California tomatoes, Thai mangos, and New Zealand apples sit perched in a bowl on the countertop. In addition to this geographic diversity, a unique and intricate story exists for each food, conveying the numerous systems involved in its production. Due to this interconnectedness, the most challenging issues local and global communities face today have no single cause and no simple solution. Think about mass migration, climate change, and global pandemics. They are, in a word, complex. Understanding them deeply requires both a shift in thinking and a shift in behavior. It no longer works to say that, "A causes B" when we live in a networked world where social, economic and environmental factors intermingle So what does this have to do with education? Our students inherit current-day global challenges and need to be prepared for an uncertain future characterized by social, political, economic and environmental instability. They'll need to recognize how issues don't fit neatly within the artificial boundaries societies have made, such as city, state or national borders. They'll need to understand that systems only improve when solutions address root causes, not just symptoms. They'll need to view themselves as capable and competent in affecting positive, long-lasting change. And, as teachers, our job is to consider how we can help students to develop the thinking skills to understand global issues while forming the competencies to identify and enact solutions that bring about positive change"--
Standard Number 9781071835944 Pb.
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Accession#Call#Current LocationStatusPolicyLocationIssuedToDueOn
024755370.116/MARMainIssuedTeacher ResourcesTeacher ResourceEMP0025913-May-2024