Isbn: 9781607520344 - the perfect norm: how to teach differentially, assess effectively, and manage a classroom ethically in ways that are brain-friendly and (literacy, language and learning) (15 Ergebnisse)

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Gebunden. Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. We often observe teachers frustrations with what they perceive to be a multitude of different hot topics in education that they must attend to now, but which they expect to come and go, like the last hot topics . This title intends to help readers see s.…

Buch. Zustand: Neu. The Perfect Norm | How to Teach Differentially, Assess Effectively, and Manage a Classroom Ethically in Ways That Are Brain-Friendly and | Sharon L. Spencer (u. a.) | Buch | Einband - fest (Hardcover) | Englisch | 2009 | Information Age Publishing | EAN 9781607520344 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.…

Buch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - A volume in Literacy, Language, and LearningSeries Editor Patricia Ruggiano Schmidt,Our goal in writing this book was to validate teachers for strong efforts in their life's work. We often observeteachers' frustrations with what they perceive to be a multitude of different 'hot topics' in education that theymust attend to now, but which they expect to come and go, like the last 'hot topics.' So, we wanted to helpreaders see similarities between many of these 'hot topics'-differentiation, multiple intelligences, culturallyresponsive teaching, 'brain-friendly' strategies, authentic assessment, and ethical classroom management-which we feel are not 'flashes in the pan.' And we trust that serious practitioners will not oversimplify thefindings of neuroscientists and their application to education. Reading studies and books by scientists, a numberof which are user-friendly, can help ensure that teachers separate the hype from credible information. We have seen this professionally judiciousapproach in the work of graduate students (Kolinski, 2007) in adopting 'brain-friendly' strategies.We have intentionally packed both theoretical/research-based and practical information in this book because professional educators want to know whythey should use certain approaches, models, and strategies. In turn, as professionals, we should be able to explain why we teach the way we do-not tojustify, but to educate others about our knowledge-based, reflective, decision-making processes and the impact on student learning. Thus, it is importantto read Chapter 1 because it lays a foundation.Each succeeding chapter (2-6) has unique and compelling twists and turns-chock full of ideas to use or to adapt. It is possible to gain lots of ideas,processes, and strategies from reading and implementing (or adapting) even one of the unit chapters, or a part of it. While some of the units are explicitlyabout literacy, others focus on content using reading, writing, speaking, and listening as critical in the learning process. Thus, literacy skills arereinforced and strengthened. Additionally, some of our colleagues and public school partners havegiven us feedback that they wanted to implement some of the units and activities themselves. So, feelfree to use this book for self-exploration and professional development. …