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Concept mapping is a powerful means to promote metacognitive
learning in students and teachers alike. When teachers integrate
concept mapping into their instructional planning, they clarify the
big ideas, expose new conceptual relationships, and refine learning
goals for their students. Salmon and Kelly provide a research-based
framework and corresponding strategies to help teachers develop,
critique, and revise their concept maps. In using this approach,
teachers refine knowledge for teaching in order to expand their
adaptive expertise and ultimately improve the academic performances
of their students. Teacher candidates at both the undergraduate and
graduate level can use this book to support their professional
learning and planning for teaching. Teacher educators will find
this text appropriate for courses that address learning, cognition,
and instructional planning. In-service professionals can use the
approach described here to support their own professional
development through their practice. Administrators and coaches will
find the volume a useful tool in fostering a professional learning
community in their schools.
Concept mapping is a powerful means to promote metacognitive
learning in students and teachers alike. When teachers integrate
concept mapping into their instructional planning, they clarify the
big ideas, expose new conceptual relationships, and refine learning
goals for their students. Salmon and Kelly provide a research-based
framework and corresponding strategies to help teachers develop,
critique, and revise their concept maps. In using this approach,
teachers refine knowledge for teaching in order to expand their
adaptive expertise and ultimately improve the academic performances
of their students. Teacher candidates at both the undergraduate and
graduate level can use this book to support their professional
learning and planning for teaching. Teacher educators will find
this text appropriate for courses that address learning, cognition,
and instructional planning. In-service professionals can use the
approach described here to support their own professional
development through their practice. Administrators and coaches will
find the volume a useful tool in fostering a professional learning
community in their schools.
This volume is a guide to using the Relational Literacy Curriculum
with children in grades 2-5. Based on developmental and social
constructivist principles, this curriculum presents a conceptual
framework and a method for enhancing children's understanding of
interpersonal relationships in the classroom. The Relational
Literacy Curriculum:
*offers a powerful method for children to reflect on challenging
interpersonal episodes and to discern constructive patterns of
relating through discussion and role play;
*provides a process that can serve as both a prevention tool and a
vehicle for managing immediate conflict;
*gives teachers a strong theoretical framework from which they can
make principled decisions, and a flexible format for implementing
it that they can adapt to meet the particular social needs of their
classroom context; and
*promotes teacher reflection and learning through the use of
various observational tools.
This book addresses the question of why it is important to study
relationships in the elementary classroom; reviews the research and
literature that inform the relational literacy curriculum; lays out
the process of the curriculum; explains how the curriculum can be
used to address real conflicts within the classroom community; and
provides guiding principles for practice. It is a useful resource
for classroom teachers, school psychologists, school counselors and
social workers, and a valuable text for a range of courses,
including classroom management, psycho-social interventions, child
development, and early childhood education.
This volume is a guide to using the Relational Literacy Curriculum
with children in grades 2-5. Based on developmental and social
constructivist principles, this curriculum presents a conceptual
framework and a method for enhancing children's understanding of
interpersonal relationships in the classroom. The Relational
Literacy Curriculum:
*offers a powerful method for children to reflect on challenging
interpersonal episodes and to discern constructive patterns of
relating through discussion and role play;
*provides a process that can serve as both a prevention tool and a
vehicle for managing immediate conflict;
*gives teachers a strong theoretical framework from which they can
make principled decisions, and a flexible format for implementing
it that they can adapt to meet the particular social needs of their
classroom context; and
*promotes teacher reflection and learning through the use of
various observational tools.
This book addresses the question of why it is important to study
relationships in the elementary classroom; reviews the research and
literature that inform the relational literacy curriculum; lays out
the process of the curriculum; explains how the curriculum can be
used to address real conflicts within the classroom community; and
provides guiding principles for practice. It is a useful resource
for classroom teachers, school psychologists, school counselors and
social workers, and a valuable text for a range of courses,
including classroom management, psycho-social interventions, child
development, and early childhood education.
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