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Teaching strategies a guide to effective instruction Donald C. Orlich ... [et al.].
Detalles de publicación: Boston Houghton Mifflin Co. c2004..Edición: 7th edDescripción: xviii, 378 p. ill. 25 cmISBN:- 0618299998
- LB1025.3 .T437 2004
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Libro | Biblioteca Mons. Iñaki Mallona (Arecibo) Colección General ab | 371.102 T2534 2004 (Navegar estantería(Abre debajo)) | Disponible | 60000010021639 |
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Descripciones mejoradas de Syndetics:
Teaching Strategies is an introductory core text known for its down-to-earth, practical approach to the most commonly used classroom teaching strategies, including lesson planning, questioning, and small group and cooperative learning tactics. Both novice and experienced teachers alike find the text a valuable source of educational strategies.
Includes bibliographies and index.
Tabla de contenidos provista por Syndetics
- I Basic Foundations for Instructional Decision
- 1 A Social Rationale for Instruction
- Section 1 The Social Context of Teaching
- Section 2 Diversity in the Schools
- Section 3 Reflective Teaching and Decision Making
- 2 Instruction in a Social Kaleidoscope
- Section 1 A Holistic View of Instruction
- Section 2 Teaching Perspectives and Instructional Decision Making
- Section 3 Equity as the Big Picture
- Section 4 Goals and Standards in the Social Milieu
- II Fundamental Tools for Instructional Planning
- 3 Objectives, Outcomes and Standards for Instruction
- Section 1 Planning as a Tool
- Section 2 Using a Cognitive Taxonomy as an Instructional Guide
- Section 3 Using Objectives to Guide Learners
- Section 4 Converting Standards to Objectives
- 4 Instructional Design
- Section 1 Overall Considerations for Instructional Planning
- Section 2 Instructional Planning Procedures
- Section 3 How Expert Teachers Plan
- 5 Sequencing and Organizing Instruction
- Section 1 Basic Concepts for Sequencing and Organizing Instruction
- Section 2 Models of Lesson Organization
- Section 3 Multimethodology as an Instructional Process
- III Instruction as a Dynamic Process in the Classrooms
- 6 Managing the Classroom Environment
- Section 1 The Goal of Managing a Classroom
- Section 2 Classroom Routines
- Section 3 A Continuum of Management Systems
- Section 4 Society and Classroom Management
- 7 The Process of Questioning
- Section 1 The Importance of Classroom Questioning
- Section 2 Questioning Strategies
- Section 3 Appropriate Questioning Behaviors
- Section 4 Using Questioning to Create a Dynamic Learning Environment
- Section 5 The Challenges of Classroom Questioning
- 8 Small-Group Discussions and Cooperative Learning
- Section 1 Organizing and Initiating Discussion Groups
- Section 2 Six Basic Small-Group Discussion Types
- Section 3 Cooperative Learning
- 9 Inquiry Teaching and Higher-Level Thinking
- Section 1 Helping Students become Better Thinkers
- Section 2 Inquiry Teaching
- Section 3 Methods for Developing Higher-Level Thinking Skills
- 10 Monitoring Student Successes
- Section 1 Basic Contexts and Concepts of Classroom Assessment
- Section 2 Understanding Assessment Tools
- Section 3 Constructing Classroom Assessments
- Section 4 Grading with a Focus on Improving Student Learning