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What is a game? You might think of cards and dice, computers, or
sports. You might even think of music or theater as games. But what
about Science? Games have rules, players, and objectives, but,
maybe most importantly, games are fun. People play games because
they think they are "fun," and sometimes they even learn some
important lessons. Classrooms are intended to teach important
lessons, and sometimes people think they are fun (not nearly often
enough). Brainball (Science Edition) is designed to combine the
best of both worlds! Science Inquiry is the game and learning the
intended outcome! Veteran science teachers Kolis and Lenz provide
small step-by-step 5E's lessons and an inquiry-based sequence to
guide you through that first learning experience so that you too
can play the game of Brainball (Science Edition)!
Inquiry is becoming more and more an area of interest for
educators. This book attempts to explain why math inquiry makes
sense, what pieces are required to do math inquiry effectively (the
knowledge, skills and dispositions), and then provides a series of
day-by-day lesson plans.
Brainball:Teaching Inquiry and Social Studies as a Team Sport is an
attempt to clarify that not only is social studies a game, but that
it is one of the most useful and powerful games that teachers and
students will ever play. Games are the doing of theory, and maybe
it would be a good idea to start doing social studies in every
social studies classroom.
Brainball:Teaching Inquiry and Social Studies as a Team Sport is an
attempt to clarify that not only is social studies a game, but that
it is one of the most useful and powerful games that teachers and
students will ever play. Games are the doing of theory, and maybe
it would be a good idea to start doing social studies in every
social studies classroom.
Inquiry is becoming more and more an area of interest in education.
This book attempts to explain why music inquiry makes sense, what
pieces are required to do music inquiry effectively (the knowledge,
skills and dispositions) and then provides how to teach music
inquiry in a series of day-by-day lesson plans.
Classrooms are systems, schools are systems, and schooling in the
United States is a big system. Changing any of those systems
requires an awareness of how they work; what they produce; and
where to apply time, energy, and resources. Current systems could
be much better in meeting students' current and future needs.
Student Relevance Matters: Why Do I Have to Know this Stuff? aims
to clarify the most intrinsic reasons to learn, thereby bridging
the gap between content and meeting student needs. This allows for
compelling visions, and visions are the seed of learning. This book
describes current classrooms, students, and the relationships
between them through systems viewpoints one positive and the other
skeptical that they are working as effectively as they might. Each
content area is viewed through a lens of deep purpose and how that
meets students' needs in timeframes that work best for students.
Using those purposes as lenses, knowledge areas are redefined and
skills provided to help make those purposes a reality in classrooms
today.
This volume of the Brainball series gives the theater classroom
teacher an intentional, sequenced process for creating inclusive
theatre pedagogy that maximizes students' learning. In addition,
the Brainball technique offers concrete forms of meaningful
assessment applicable to the theater classroom, and connects easily
to our newly published national standards in theatre arts
education. Brainball is a purposeful and process-driven set of
teaching strategies that gets students to "express their human
experience through representative actions." The book focuses on
creating experiences that allow students to grapple with what is
going on in their lives - and then work through the joys and pains
through role-play activities. This book is also an excellent
resource to help guide teachers in intentionally planning to get
students to develop positive dispositions, collaborative teams and
supportive communities where everyone contributes and everyone has
an important role.
This volume of the Brainball series gives the theater classroom
teacher an intentional, sequenced process for creating inclusive
theatre pedagogy that maximizes students' learning. In addition,
the Brainball technique offers concrete forms of meaningful
assessment applicable to the theater classroom, and connects easily
to our newly published national standards in theatre arts
education. Brainball is a purposeful and process-driven set of
teaching strategies that gets students to "express their human
experience through representative actions." The book focuses on
creating experiences that allow students to grapple with what is
going on in their lives - and then work through the joys and pains
through role-play activities. This book is also an excellent
resource to help guide teachers in intentionally planning to get
students to develop positive dispositions, collaborative teams and
supportive communities where everyone contributes and everyone has
an important role.
Higher-order thinking questions (and their answers) are considered
by many to be the holy grail of teaching. Teachers know when
students "get it", but the question remains "How do you teach
students to think explicitly and intentionally?" This book uses a
series of diagrams to make thinking explicit by using students'
personal experiences as the foundation for their thinking. Thinking
Diagrams will help the reader move beyond understanding what
metacognition is to teaching students how to understand their
thinking in visual form. This book is filled with contemporary and
practical insights regarding helping teachers of all levels foster
classrooms rich in student thinking, creativity, and learning.
Higher-order thinking questions (and their answers) are considered
by many to be the holy grail of teaching. Teachers know when
students "get it", but the question remains "How do you teach
students to think explicitly and intentionally?" This book uses a
series of diagrams to make thinking explicit by using students'
personal experiences as the foundation for their thinking. Thinking
Diagrams will help the reader move beyond understanding what
metacognition is to teaching students how to understand their
thinking in visual form. This book is filled with contemporary and
practical insights regarding helping teachers of all levels foster
classrooms rich in student thinking, creativity, and learning.
What is a game? You might think of cards and dice, computers, or
sports. You might even think of music or theater as games. But what
about Science? Games have rules, players, and objectives, but,
maybe most importantly, games are fun. People play games because
they think they are "fun," and sometimes they even learn some
important lessons. Classrooms are intended to teach important
lessons, and sometimes people think they are fun (not nearly often
enough). Brainball (Science Edition) is designed to combine the
best of both worlds! Science Inquiry is the game and learning the
intended outcome! Veteran science teachers Kolis and Lenz provide
small step-by-step 5E's lessons and an inquiry-based sequence to
guide you through that first learning experience so that you too
can play the game of Brainball (Science Edition)!
Rethinking Teaching is based upon one very simple idea - teachers
teach people. That very simple idea is expressed as "Teachers as
Collaborative Leaders." Teachers wishing to redefine how they work
in the classroom must focus on three key ideas: 1) They must build
and maintain relationships with and among their students, 2) They
must view Content as the foundation for personal learning (not the
end product), and 3) When people change (and learn), they get to
keep much of what they already know and can do. Veteran teacher
Mickey Kolis provides the background information to implement those
three key ideas as well as skills to make them work in the
classroom. He also offers a mechanism to manage that change
process: a 3 (changes) in 30 (days) model.
Let's face it: learning is a high-stakes venture. True learning -
the kind that stays with students long after the grades are in -
requires risk. Ownership. Change. But what does it look like for
students to really understand your subject? How can you structure
assignments so that Googling becomes an asset, not a threat, to
demonstrating knowledge? Veteran teacher Mickey Kolis invites you
to reflect on how you "do learning" in your classroom. Real-life
classroom examples demonstrate how you can shift the drive for
learning into students' hands - while still meeting your learning
benchmarks. From making assignments meaningful to students to
assessing the results, Rethinking Teaching explores key ideas for
creating environments where students want to learn.
True learning-the kind that stays with students long after the
grades are in-requires risk. Ownership. Change. But what does it
look like for students to really understand your subject? How can
you structure assignments so that Googling becomes an asset, not a
threat, to demonstrating knowledge? Veteran teacher Mickey Kolis
invites you to reflect on how you "do learning" in your classroom.
Real-life classroom examples demonstrate how you can shift the
drive for learning into students' hands-while still meeting your
learning benchmarks. From making assignments meaningful to students
to assessing the results, Powerful Ideas in Teaching explores key
ideas for creating environments where students want to learn.
Inquiry is becoming more and more an area of interest for
educators. This book attempts to explain why math inquiry makes
sense, what pieces are required to do math inquiry effectively (the
knowledge, skills and dispositions), and then provides a series of
day-by-day lesson plans.
Inquiry is becoming more and more an area of interest in education.
This book attempts to explain why music inquiry makes sense, what
pieces are required to do music inquiry effectively (the knowledge,
skills and dispositions) and then provides how to teach music
inquiry in a series of day-by-day lesson plans.
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