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ID:
025963
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| Publication |
London, Corwin, 2021.
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| Description |
282pBlue spine
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| Summary/Abstract |
Learning That Transfers empowers teachers and curriculum designers alike to harness the critical concepts of traditional disciplines while building students’ capacity to navigate, interpret, and transfer their learning to solve novel and complex modern problems. Using a backwards design approach, this hands-on guide walks teachers step-by-step through the process of identifying curricular goals, establishing assessment targets, and planning curriculum and instruction that facilitates the transfer of learning to new and challenging situations.
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| Contents |
Foreword: The Pleasures of Teaching Transfer xiii John HattiePreface: Where Are We in Place and Time? Why Do We Need to Rethink Curriculum Design? About the Authors
INTRODUCTION: Chapter Overview and How to Use This Book
CHAPTER 1: Learning Transfer: What Is It and How Can It Transform Teaching and Learning? The Role of Concepts in Promoting Transfer ACT: The Learning Transfer Mental Model Putting It All Together Envisioning the Possibilities
CHAPTER 2: Shifts in Practice: How Can We Set the Foundation for Learning That Transfers? Shifts #1 & #2: The Roles of the Student and the Teacher Shifts #3 & #4: The Roles of Curriculum and Instruction Shift #5: The Role of Assessments Shifts #6 & #7: The Roles of Leaders, Parents, and the Community The ACT Model in Action
CHAPTER 3: Disciplinary Literacy: How Can We Unleash the Power of the Subjects We Teach? The Power of Disciplinary Lenses: Focusing Our Attention to Move Students Toward Expertise Establishing a Vision for Each Discipline Articulating a Disciplinary Vision Vertical Alignment: Your Course in the Larger Context of a Student's Journey Through School Determining Disciplinary Lenses for Your Course
CHAPTER 4: Modern Literacies: What Do Our Students Need to Navigate Today's World? Determining Modern Literacy Concepts Horizontal Alignment to Promote Cross-Disciplinary Breadth
CHAPTER 5: The Story of Your Course: How Do We Craft a Compelling Narrative to Guide Learning? The Critical Steps in a Transfer-Focused Course Story of Your Course
CHAPTER 6: Unit Planning: How Do We Intentionally Design for Learning That Transfers? Flexible Options for Unit Planning Steps Zooming In: The Unit Planner Assessing for Transfer The Unit Storyboard: Planning for Similar to Dissimilar to Real-World Transfer Preserving Space for Student Voice, Choice, and Passions
CHAPTER 7: Assessments: What Is the Role of Assessment in a Classroom Focused on Transfer? Assessment as a System of Feedback Summative Assessments of Transfer Authentic Value Beyond School Walls Planning for Formative Assessment of Transfer Putting It All Together
CHAPTER 8: Instructional Design: Building a Community for Learning That Transfers Highlighting the Importance of Intellectual Growth Acquiring Understanding of Individual Concepts Connecting Concepts in Relationship Transferring Conceptual Relationships to New Situations Designing Instructional Calendars Designing Lesson PlansConclusion: Remaining Nimble: How Do We Continue to Evolve in an Unprecedented World?Afterword: Learning That Matters
Glossary
References
Index
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9781071835890 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 023713 | 375.001/STE | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 2 |
ID:
017152
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Second
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New Delhi, Sage Publications Ltd., 2006.
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| Description |
xxi, 153pMaroon Spine
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| Summary/Abstract |
An essential guide in the highly complex task of lesson planning.
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| Standard Number |
9788132116004 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 016581 | 371.3028/SKO | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 3 |
ID:
018027
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California, Corwin, 2004.
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| Description |
xix, 112pWhite Spine
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| Series |
What every teacher should know about
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| Summary/Abstract |
Gain a solid foundation for understanding the implications of standards-based instruction in the classroom and sharpen your skill in enhancing student understanding.
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| Standard Number |
0761931236 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 017268 | 370.154/TIL | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 4 |
ID:
012647
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Virginia, ASCD, 2011.
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| Description |
viii, 216pOrange and Grey Spine
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| Summary/Abstract |
There's a better way to approach instructional design says author and teacher-educator Ann R. Reeves, and it's within every teacher's grasp. It begins with a simple mental shift from planning for activities to planning for learning outcomes and a critical concentration on learning objectives.
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Instructional design : who and what is it for?
Objectives as the foundation for learning-focused instruction
A closer look at the language of objectives
Two special cases in creating objectives : read and write
Checking the validity of objectives
Creating instructional objectives
Developing assessments
Checklists and rubrics
Designing learning activities
Creating plans for learning
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| Standard Number |
9781416613329 Pb.
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Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 012573 | 371.33/REE | Main | On Shelf | Teacher Resources | Teacher Resource |
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