| Description |
1 online resource (449 pages) |
| Contents |
Cover; Title Page; Copyright Page; Dedication; Acknowledgments; Table of Contents; About the Authors; Preface; 1. Block Scheduling: What is It? Why Do It? How Do We Harness Its Potential to Improve Teaching and Learning?; Why are Schools Changing to Block Scheduling?; Models of Block Scheduling; Alternate Day Schedules; The 4/4 Semester Plan; Trimester Plans; Reconfiguring the 180-Day School Year; Curriculum Planning and Instructional Design for the Block Schedule; Curriculum Reorganization; Instructional Design in the Block Schedule; Explanation; Application; Synthesis |
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Strategies to Engage Active LearnersReferences; 2. Socratic Seminars; Socratic Questioning: Then and Now; Preparing for a Socratic Seminar; Room Arrangement; Teacher Preparation; Student Preparation; Steps and Rules for Seminar; What do Socratic Seminars Look Like?; What are the Rules for the Seminar?; For Students; For Teachers; Applying the Seminars to the Disciplines; Troubleshooting the "What Ifs ... "; What if the Opening Question is Asked and No One Responds?; What if One Student Tries to Dominate the Seminar?; What if Some Students do not Speak During Seminar? |
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What if Students Go off on a Line of Reasoning That is Faulty or Inaccurate and Start Building on It?Assessment of Seminars; Model Lesson; The Bottom "Line"; References; Other Sources; 3. The Collaborative Classroom; Introduction; Cooperative Learning: The Process; Class Building; Team Formation; Team Building and Team Identity; Cooperative Learning Structures; Celebration and Reward; Applying the Cooperative Process to the Classroom; Class Building; Forming Initial Teams; Team Building; Two Cooperative Learning Structures; Roundtable; Think/Pair/Share (TPS) |
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Team Formation Revisited: Moving to More Permanent TeamsRaw Score Competition; Improvement Points; Carolina Teams; 1-2-4 Activity Plan: Cooperative Worksheets; Personal Share Pairs; Alphabetic Foods; Instruction With Teams; Team Discussion and Circle of Knowledge; Celebration and Reward; Pairs Not Teams?; Peer Coaching; Contracts For Carolina Teams and Pairs; Student Discipline; Valuing One Another; Goodbyes; Reaching the Goal; References; 4. Four Models of Teaching; Introduction; Concept Development; Describing the Model; Preparing for the Lesson; Using the Strategy |
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Step 1: List as Many Items as PossibleStep 2: Group the Items; Step 3: Label the Items by Defining the Reasons for Grouping; Step 4: Regroup or Subsume Individual Items or Whole Groups under Other Groups; Step 5: Synthesize the Information by Summarizing the Data and Forming Generalizations; Step 6: Evaluate Students' Progress by Assessing Their Ability to Generate a Wide Variety of Items and to Group Those Items Flexibly; Troubleshooting Potential Problems; Assessing and Grading Student Learning; Employing Appropriate Follow-up Activities; Concept Attainment; Describing the Model |
| Summary |
This bestseller describes alternatives to lecturing, traditional questioning, and individual pencil and paper tasks. It offers practical advice on how teachers can harness the potential of the extended period |
| Notes |
Preparing for the Lesson |
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Print version record |
| Form |
Electronic book
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| Author |
Canady, Robert Lynn
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| ISBN |
9781317921233 |
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1317921232 |
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