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P371.39 (4) answer(s).
 
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1
ID:   011130


Better learning through structured teaching: A framework for the gradual release of responsibility / Fisher, Douglas; Frey, Nancy 2008  Book
Fisher, Douglas Book
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Publication USA, ASCD, 2008.
Description 150pOrange and White Spine
Summary/Abstract Describes how terachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice to collaborative learning and, finally, to independent tasks.
Contents Learning, or not learning, in school Focus lessons: Establishing purpose and modeling Guided instruction: Cues, prompts, and questions Collaborative learning: Consolidating thinking with peers Independent learning tasks: Not just 'Do it yourself school" Implementing a gradual release of responsibility model References Index About the authors
Standard Number 9781416606352 Pb.
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011415371.39/FISMainOn ShelfTeacher ResourcesTeacher Resource
2
ID:   024344


Concept based: inquiry in action: Strategies to promote transferable understanding / Marschall, Carla; French, Rachel 2018  Book
Marschall, Carla Book
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Description xxi, 336pGreen spine
Summary/Abstract The authors combine theory with practice to create a new framework for inquiry that promotes deep understanding: Concept-based inquiry.
Contents Bringing Together Inquiry-Based and Concept-Based Learning Part 1: Exploring Inquiry-Based Learning Inquiry Approaches in Concept-Based Inquiry Part 2: Exploring Concept-Based Learning Concepts as Organizers The Structures of Knowledge and Process Disciplines Draw From Knowledge and Process Pause and Reflect A Model of Concept-Based Inquiry The Phases of Concept-Based Inquiry The Complexity of Inquiry Concept-Based Inquiry and the Inductive Approach Creating a Culture of Concept-Based Inquiry What Planning Steps Support Concept-Based Inquiry? How Can Teachers Enhance Their Understanding of a Unit? Strategy for Unit Planning: 1. Unit Web What Role Do Guiding Questions Play in Concept-Based Inquiry? 2. Unpacking Generalizations What Do the Phases of Concept-Based Inquiry Look Like in a Unit? Pacing in Concept-Based Inquiry How Do the Phases of Inquiry Support Teacher Planning for Concept-Based Inquiry? 3. Ordering Generalizations What Are Approaches for Making Interdisciplinary Links? 4. Unit Mapping Connecting to the Phases of Inquiry Activating Prior Knowledge Using Engagement Strategies Using Strategies to Motivate Students Initial Questions, Initial Thinking Rethinking Our Use of Engagement Strategies Strategies to Engage Opinion-Based Strategies Four-Corner Debate Spectrum Statements Experiential Strategies Simulation Mess About Discussion-Based Strategies Assessment in the Engage Phase Connecting Phases of Inquiry Using Concept Formation Strategies to Focus an Inquiry Concepts Provide Breadth and Depth Levels of Conceptual Thinking Contents note continued: Effective Concept Formation Practices Concept Formation Strategies: Deductive and Inductive Approaches Choosing Concept Formation Strategies Assessment in the Focus Phase The Power of Factual Examples Case Study Approaches Focus on Skill Development A Preface to Strategies Assessment in the Investigate Phase Making Meaning Using Organizers Cognitive Load Theory and the Importance of Organizing Representation and Conceptual Understanding Sharing Findings as a Community of Inquirers Assessment in the Organize Phase /​ H. Lynn Erickson /​ Lois A. Lanning An Inductive Approach to Generalizing Developing Strong Generalizations Scaffolding Thinking The Value of Recording Generalizations The Importance of Discussion Assessment in the Generalize Phase Transfer That Deepens Understanding Testing and Justifying Generalizations Understanding New Events and Situations Predicting and Hypothesizing Applying Learning Taking Action Assessment in the Transfer Phase The Power of Reflection The Reflective Cycle Building Agency Reflection Throughout the Inquiry Assessing Reflection Throughout the Inquiry Pause and Reflect A Vision for Thinking Classrooms Understand and Adapt
Standard Number 9781506391298 Pb.
Key Words Concepts  ;  Inquiry-based learning 
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022227371.39/MARMainOn ShelfTeacher ResourcesTeacher Resource
3
ID:   024251


Teaching and learning through inquiry: 2018 - Handouts and resources / Murdoch, Kath 2018  Book
Murdoch, Kath Book
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Publication Mumbai, Seastar Education Consulting, 2018.
Description 48pSpiral bound
Summary/Abstract 18th and 19th August 2018 - Workshop handout (Dhirubhai Ambani School)
Standard Number Pb.
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022158371.39/MURMainOn ShelfTeacher ResourcesTeacher Resource
4
ID:   020994


Teaching digital natives: Partnering for real learning / Prensky, Marc 2010  Book
Prensky, Marc Book
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Publication New Delhi, Sage India, 2010.
Description xx, 203pGrey spine
Summary/Abstract Marc Prensky, who first coined the terms "digital natives" and digital immigrants," presents an intuitive and field-tested partnership model that promotes 21st-century student learning through technology. Teaching Digital Natives presents teachers with an intuitive yet highly innovative and research-based partnership model designed to promote student learning through the use of technology. Emphasizing more on how students learn relevant skills as they use technology to get things done and less on the mastery of technology for technologys sake, Marc Prensky calls for a division of labor and cooperation between students, teachers, and administrators so that each group can take on the roles for which they are best suited. Each chapter focuses on how to empower students to learn a cluster of 21st century skills while providing a variety of content-area and grade-level examples. The book illustrates: How digitally literate students can specialize in content finding, analysis, and presentation via multiple media; How teachers can specialize in providing questions, context, quality, rigor, and individualized attention to students; How administrators can support, organize and facilitate the process schoolwide; How technology can become a tool that students can use for learning essential skills.
Standard Number 9781412975414 Pb.
Key Words Education  ;  IBDP  ;  Active learning  ;  ITGS  ;  Technology - Education 
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I01948371.39/PREMainOn ShelfGeneral