41 active learning strategies for the inclusive classroom: grades 6-12
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin
2012
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index Inclusion at the secondary level -- Active learning strategies in the middle school and high school: debunking the myth -- Selecting and implementing active learning strategies for the inclusive classroom -- Strategies/learning characteristics charts -- Grouping for instruction: who goes where with whom to do what -- Active learning strategies |
| Beschreibung: | XVI, 207 S. Ill., graph. Darst. |
| ISBN: | 9781412993975 |
Internformat
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| 100 | 1 | |a Casale-Giannola, Diane |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a 41 active learning strategies for the inclusive classroom |b grades 6-12 |c Diane Casale-Giannola, Linda Schwartz Green |
| 246 | 1 | 3 | |a Forty-one active learning strategies for the inclusive classroom |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin |c 2012 | |
| 300 | |a XVI, 207 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 500 | |a Inclusion at the secondary level -- Active learning strategies in the middle school and high school: debunking the myth -- Selecting and implementing active learning strategies for the inclusive classroom -- Strategies/learning characteristics charts -- Grouping for instruction: who goes where with whom to do what -- Active learning strategies | ||
| 650 | 4 | |a Active learning | |
| 650 | 4 | |a Education, Secondary | |
| 650 | 4 | |a Inclusive education | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
PREFACE
ACKNOWLEDGMENTS
ABOUT THE AUTHORS
CONTENTS
IX XI
XV
CHAPTER 1: INCLUSION AT THE SECONDARY LEVEL
DEFINITION AND RESEARCH THE INC1USIVE CLASSROOM AT THE SECONDARY LEVEL:
WHO ARE WE TEACHING? THE ADOLESCENT LEAMER
HELPING TEACHERS MEET THE INC1USION CHALLENGE WHAT IS ACTIVE LEAMING?
BRAIN-BASED LEAMING AND THE ADOLESCENT LEAMER INFORMATION PROCESSING
CONNECTIONS TO DIFFERENTIATED INSTRUCTION SUPPORTING STATE STANDARDS AND
ASSESSMENTS MOTIVATING LEAMERS WITH ACTIVE LEAMING STRATEGIES ACCESS IS
NOT ENOUGH: THE CRITICAL NEED TO ADDRESS DIVERSE
STUDENT POPULATIONS THE BEGINNING SUMMARY
CHAPTER 2: ACTIVE LEAMING STRATEGIES IN THE MIDDLE SCHOOL AND HIGH
SCHOOL: DEBUNKING THE MYTH
FREQUENTLY ASKED QUESTIONS REFLECT ON THE EXPERIENCE DURING THE LESSON
AFTER THE LESSON FINAL THOUGHTS
CHAPTER 3: SELECTING AND IMPLEMENTING ACTIVE LEAMING STRATEGIES FOR THE
INCLUSIVE CLASSROOM
CLASSIFICATIONS AND CHARACTERISTICS OTHER DIVERSE POPULATIONS
1
3
4 4 5 6
7 8
10 11 12
14 15 16
17
18 21 21 21
21
23
23 25
IMAGE 2
ASSESSING STUDENTS AND INDENTIFYING LEARNING CHARACTERISTICS 26
USING STRATEGIES: BEFORE, DURING, AND AFTER 27
HOW TO CHOOSE A STRATEGY TO MEET INDIVIDUAL STUDENT NEEDS 27
LEARNER CHARACTERISTICS DESCRIBED 31
HOW TO CHOOSE A STRATEGY TO MEET INDIVIDUAL TEACHER NEEDS 34
LEARNING COMMUNITIES 34
AND NOW, THE NEXT STEP OF GUR IOURNEY 34
SUMMARY 35
CHAPTER 4: GROUPING FOR INSTRUCTION: WHO GOES WHERE WITH WHOM TO DO WHAT
39
HOW DO I MANAGE EVERYONE? 39
WHOLE GROUP INSTRUCTION 40
SMALL GROUP INSTRUCTION 41
DIFFERENT WAYS TO FORM GROUPS 41
AND NOW (DRUM ROLL, PLEASE) ... THE STRATEGIES 46
SUMMARY 46
CHAPTER 5: ACTIVE LEAMING STRATEGIES 47
1. ARTIFACT REVEAL (STUDENTS CREATE ARTIFACTS RELATED TO LEARNING
CONCEPTS) 48
2. BALLTOSS (THE GAME OF CATCH FACILITATES Q&A) 51
3. BAROMETER (STUDENTS TAKE STANDS ON CONTROVERSIAL ISSUES BY VOTING
WITH THEIR FEET) 54
4. BOARD QUIZ(THE WHOLE DASS WORKS COLLABORATIVELY ON QUIZ QUESTIONS )
58
5. BODYLANGUAGE (MOVEMENT-BASED INSTRUCTION INVOLVES USING THE BODY TO
REPRESENT THE CONTENT STUDENTS ARE LEARNING ABOUT) 61
6. BUILDING ANEXPERIENCE (THE TEACHER CREATES AN OCCURRENCE SO THAT
STUDENTS CAN EXPERIENCE THE CONTENT IN ORDER TO BETTER FACILITATE
UNDERSTANDING) 65
7. BULLETIN BWG (THE DASS USES A BULLETIN BOARD TO BLOG INFORMATION,
COMMENTS, AND PERSPECTIVES) 69
8. CONCEPT CLARIFICATION (THE DASS WORKS AS A WHOLE TO DESCRIBE AND
DISCUSS ABSTRACT CONCEPTS WITHIN A TEACHER-DIRECTED STRUCTURE) 72
9. EXITCARDS(END-OF-IESSON QUESTIONS OR COMMENTS IDENTIFY STUDENT
PROGRESS OR PROCESS) 78
10. FACEPLACE (STUDENTS CREATE AND SHARE FACEBOOK PAGES RELATED TO
LEARNING TOPICS AND DETERMINE WHO THEY WOULD FRIEND AMONG THEIR PEERS)
81
IMAGE 3
11. FRAMEWORK (THIS SIMPLE YET EFFECTIVE STRATEGY INVOLVES USING
AN OUTLINE OR GRAPHIE ORGANIZER TO HELP KEEP STUDENTS FOCUSED ON KEY
CONTENT THROUGHOUT A LESSON) 85
12. INFORMATION RINGS(CONSTRUCT CONNECTED FLASHCARDS OF DATA) 90
13. INVENTION CONVENTION (WITH THE UNIT OF STUDY PROVIDING THE CONTEXT,
STUDENTS DESIGN INVENTIONS TO MEET A PERCEIVED NEED) 93
14. JIGSAW (THIS COOPERATIVE LEARNING EXPERIENCE HELPS STUDENTS SHARE
INFORMATION IN AND AMONG GROUPS) 98
15. LINKED-IN (STUDENTS SHARE AND DEFEND LIKE OPINIONS ABOUT A TOPIE
WITH A VISUAL) 101
16. LISTENING TEAMS (EACH GROUP IS GIVEN ONE QUESTION OR ISSUE TO REPORT
ON AFTER A LECTURE OR OTHER DIRECT INSTRUCTION) 104
17. NEXT(STUDENTS TAKE TURNS RECONSTRUCTING INFORMATION FROM
ASSIGNMENTS) 107
18. PHILOSOPHICAL CHAIRS (STUDENTS SIT IN LINES OPPOSITE ONE ANOTHER
SHARING PERSPECTIVES FROM THEIR TOPIE OR POINTS OF VIEW) 110
19. PHOTOFINISH(STUDENTS USE DEDUCTIVE REASONING TO DETERMINE THE
CIRCUMSTANCES THAT LED UP TO A CONDUSION THAT IS PRESENTED IN A VISUAL
REPRESENTATION) 113
20. PLAYLIST (STUDENTS WORK IN GROUPS TO CREATE A PLAYLIST THAT REFLECTS
THE KEY THEMES OF THE CONTENT TO BE COVERED) 117
21. PUZZLE PIECES (STUDENTS WALK AROUND THE ROOM WITH Q&A CARDS TO FIND
MATCHES) 121
22. READING DISCUSSION CARDS(THIS STRATEGY PROVIDES THE OPPORTUNITY FOR
STUDENTS TO DISCUSS WHAT THEY READ INFORMALLY BUT WITH AN EXISTING
STRUCTURE) 124
23. RESEARCH SCAVENGERS (STUDENTS RESEARCH INFORMATION USING A VARIETY
OF RESOURCES) 127
24. ROUNDROBIN(STUDENTS PARTICIPATE IN GROUP ROTATIONS RESPONDING TO A
TOPIE OR QUESTION) 133
25. SELF-REPORTING (STUDENTS SEH-CHECK PROGRESS AND CREATE ACTION PLANS)
136
26. SPIDERWEB (THE DASS STANDS IN A CIRDE AND USES A BALL OF YARN TO
CREATE A SPIDERWEB WHILE RESPONDING TO A STATEMENT OR QUESTION) 141
27. TEACHER- TEACHER (STUDENTS USE A RECIPROCAL TEACHING APPROACH TO
REVIEW LEARNING, PLANNING AND TEACHING LESSONS TO PEERS) 144
28. TEXTMESSAGE (STUDENTS WRITE TEXTS TO ONE ANOTHER ASSUMING THE ROLES
OF PEOPLE THEY ARE LEARNING ABOUT) 148
IMAGE 4
29. THEME BOARDS (STUDENTS WORK IN SMALL GROUPS TO EXPLORE THE
UNDERLYING THEMES OR KEY IDEAS IN A GIVEN UNIT OF STUDY AND CREATE
POSTER BOARDS THAT IN SOME WAY REFLECT THESE THEMES) 152
30. THROUGH OUROWNLENS(AS PART OF A UNIT OF STUDY, STUDENTS WORK
INDIVIDUALLY TO EXAMINE OR RESEARCH THE TOPIC IN A WAY THAT HELPS IT
RELATE TO THEM) 155
31. TRAVELING TEAMS(STUDENTS PHYSIEALLY ROTATE THROUGH GROUPS SHARING
INFORMATION WITH ONE ANOTHER) 159
32. TRUEORFALSE (STUDENTS DETERMINE THE AUTHENTICITY OF GIVEN STATEMENTS
BASED ON THEIR READINGS) 163
33. WANTED POSTER (STUDENTS CREATE WANTED POSTERS DESCRIBING FIGURES
THEY ARE LEARNING AB OUT AND OHER CLEVER REWARDS) 169
34. WE INTERVIEW (DURING THE LESSON, STUDENTS CONTRIBUTE RELEVANT
INFORMATION BASED ON WHAT THEY LEARNED DURING PRIOR INTERVIEWS WITH
RELEVANT INDIVIDUALS) 173
35. WHATWOULDTHEYSAY?(THIS STRATEGY DIRECTS STUDENTS TO USE THEIR
KNOWLEDGE OF A GIVEN TOPIE, BOOK, OR ERA IN HISTORY TO THINK UP PHRASES
THAT THE FAMOUS PEOPLE OR FIETIONAL CHARACTERS MIGHT HAVE SAID) 177
36. THEWHIP(THE TEACHER POSES A QUESTION AND THEN WHIPS AROUND THE
ROOM, GIVING EACH STUDENT A CHANCE TO RESPOND IN ORDER IF HE OR SHE SO
CHOOSES) 181
37. WHYANDBECAUSE(STUDENTS USE GRAPHIE ORGANIZERS DURING A
CONTENT-INTENSIVE LESSON TO MAKE MEANINGFUL CONNECTIONS BETWEEN KEY
POINTS) 183
38. WORDBYWORD(STUDENTS REVIEW THEIR NOTES AND SUM UP A TOPIE IN ONE
SINGLE WORD, THE WORD THAT THEY FEEL SYMBOLIZES THE ESSENCE OF THE
STORY, THE TOPIE, OR THE MATERIAL COVERED) 188
39. WORDCLOUD (STUDENTS USE A WEBSITE TO CREATE A VISUAL THAT SYMBOLIZES
SIGNIFIEANT THEMES OR OCCURRENCES RELATED TO A TOPIE) 195
40. ZIP-IT (ALSOKNOWN ASBAGGIE STORIES) (AFTER READING AN ASSIGNMENT OR
LEARNING NEW CONTENT, STUDENTS WORK IN SMALL GROUPS TO WRITE UP AND
ILLUSTRATE A PORTION OF WHAT THEY HAVE READ OR LEARNED ON A PLASTIE
BAGGIE) 199
41. CLOSURE (THIS PRESENTS A NUMBER OF WAYS TO HELP STUDENTS REINFORCE
KEY CONCEPTS, HELP ORGANIZE STUDENT THINKING, AND RELATE NEW CONTENT TO
PRIOR KNOWLEDGE AT THE END OF THE LESSON) 203
REFERENCES 205
|
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| spelling | Casale-Giannola, Diane Verfasser aut 41 active learning strategies for the inclusive classroom grades 6-12 Diane Casale-Giannola, Linda Schwartz Green Forty-one active learning strategies for the inclusive classroom Thousand Oaks, Calif. Corwin 2012 XVI, 207 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Inclusion at the secondary level -- Active learning strategies in the middle school and high school: debunking the myth -- Selecting and implementing active learning strategies for the inclusive classroom -- Strategies/learning characteristics charts -- Grouping for instruction: who goes where with whom to do what -- Active learning strategies Active learning Education, Secondary Inclusive education Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Sekundarstufe (DE-588)4077347-4 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Sekundarstufe (DE-588)4077347-4 s Integrativer Unterricht (DE-588)4138728-4 s DE-604 Green, Linda Schwartz Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024974736&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Casale-Giannola, Diane Green, Linda Schwartz 41 active learning strategies for the inclusive classroom grades 6-12 Active learning Education, Secondary Inclusive education Integrativer Unterricht (DE-588)4138728-4 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4077347-4 (DE-588)4078704-7 |
| title | 41 active learning strategies for the inclusive classroom grades 6-12 |
| title_alt | Forty-one active learning strategies for the inclusive classroom |
| title_auth | 41 active learning strategies for the inclusive classroom grades 6-12 |
| title_exact_search | 41 active learning strategies for the inclusive classroom grades 6-12 |
| title_full | 41 active learning strategies for the inclusive classroom grades 6-12 Diane Casale-Giannola, Linda Schwartz Green |
| title_fullStr | 41 active learning strategies for the inclusive classroom grades 6-12 Diane Casale-Giannola, Linda Schwartz Green |
| title_full_unstemmed | 41 active learning strategies for the inclusive classroom grades 6-12 Diane Casale-Giannola, Linda Schwartz Green |
| title_short | 41 active learning strategies for the inclusive classroom |
| title_sort | 41 active learning strategies for the inclusive classroom grades 6 12 |
| title_sub | grades 6-12 |
| topic | Active learning Education, Secondary Inclusive education Integrativer Unterricht (DE-588)4138728-4 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| topic_facet | Active learning Education, Secondary Inclusive education Integrativer Unterricht Sekundarstufe USA |
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