John V. Antonetti, James R. Garver's 17,000 Classroom Visits Can t Be Wrong: Strategies That PDF

By John V. Antonetti, James R. Garver

ISBN-10: 1416620087

ISBN-13: 9781416620082

So much educators are expert at making plans guide and making a choice on what they'll do in the course of the process a lesson. besides the fact that, to really interact scholars in beneficial, rigorous cognition, a profound shift is important: a shift in emphasis from instructing to studying. positioned in a different way, we all know that whoever is doing the paintings is usually doing the educational and in so much school rooms, academics are operating a lot too hard.

Authors John V. Antonetti and James R. Garver are the designers of the glance 2 studying version of lecture room walkthroughs. They ve visited greater than 17,000 school rooms studying a number of educating and studying stipulations, speaking to scholars, interpreting their paintings, and identifying their degrees of considering and engagement. From this substantial set of knowledge, they ve drawn salient classes that offer necessary perception into how you can tender the transition from easily making plans guide to designing high quality scholar work.

The classes John and Jim have realized from their 17,000 (and counting) school room visits can t be fallacious. They percentage these classes during this publication, in addition to tales of profitable perform and useful instruments prepared for fast school room program. The authors additionally offer possibilities for mirrored image and closure designed that can assist you examine (or re-evaluate) your present ideals and practices. all through, you'll pay attention the voices of John and Jim and the millions of scholars they met as they supply a map for moving the study room dynamic from educating to studying.

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Extra info for 17,000 Classroom Visits Can t Be Wrong: Strategies That Engage Students, Promote Active Learning, and Boost Achievement

Example text

But why are we teaching German? Jim: Do you think it’s because of tradition? 3 » Healthy Habits: Articulation of Learning Targets John: Sometimes it’s necessity. At my high school, we offered French because Madame Williamson was willing to move back to Arkansas after living in Paris. Jim: So, let’s take these two areas—higher-level math and second languages. Can we find any relevance there? John: Well, I was lucky in that Madame Williamson was a great teacher. She helped us understand that, by studying French, we were really learning more about the constructs and features of our own language.

We are learning to read and make connections. ” Those of us who made visits on both days—a week apart—saw a dramatic difference in the students’ articulation of learning. They moved beyond simply repeating what they were doing to explaining what they were learning. They described a combination of skills and the relevance of reading a book about a boy and his dog. 2 » Reading Bookmark for Self-Monitoring Writing as we READ Choose one of the following to write about in your reading journal during or after reading.

They did not want to stick around for the slide presentation and lecture. Alas, antennae will have to wait for another day. Like Davis and his friends on the playground, now it’s your turn to make sense. For closure, consider all that we’ve seen in this chapter about thinking and the brain. Formulate a claim or compose an arguable opinion about learning and thinking that can be supported by what you’ve read. What evidence would you use from the text to support your claim? Can you imagine how someone might question or disagree with your claim?

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17,000 Classroom Visits Can t Be Wrong: Strategies That Engage Students, Promote Active Learning, and Boost Achievement by John V. Antonetti, James R. Garver

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