Download 17,000 Classroom Visits Can t Be Wrong: Strategies That by John V. Antonetti, James R. Garver PDF

By John V. Antonetti, James R. Garver

Such a lot educators are expert at making plans guideline and deciding upon what they are going to do throughout the process a lesson. even though, to really interact scholars in important, rigorous cognition, a profound shift is important: a shift in emphasis from educating to studying. positioned differently, we all know that whoever is doing the paintings can also be doing the educational and in so much study 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 study rooms reading a number of educating and studying stipulations, speaking to scholars, studying their paintings, and deciding upon their degrees of considering and engagement. From this gigantic set of knowledge, they ve drawn salient classes that offer worthy perception into easy methods to soft the transition from easily making plans guide to designing top quality scholar work.

The classes John and Jim have realized from their 17,000 (and counting) school room visits can t be mistaken. They proportion these classes during this booklet, in addition to tales of profitable perform and functional instruments prepared for instant lecture room program. The authors additionally supply possibilities for mirrored image and closure designed that will help you think about (or re-examine) your present ideals and practices. all through, you are going to pay attention the voices of John and Jim and the millions of scholars they met as they supply a map for transferring the school room dynamic from instructing to studying.

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

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This sort of adventure might appeal to some, whereas others would be completely paralyzed without travel guides, notebooks, packing lists, and a GPS. It could also result in a wide range of possibilities, including a life-changing experience or a new place to call home. “Heading west” in the classroom may allow for great adventures, but it seldom guarantees the outcomes specified in the standards. Recently, a North Carolina school district asked us to conduct a “Snapshot of Learning,” during which we visit multiple classrooms on the same day, collect data about learning, and then look to the data for trends and patterns.

To that number, add the number of correct state capitals you recorded. How did you do? A perfect 100 percent? A passing score? Congratulations on your participation. Now, let’s move onto to a second task. TASK B Parameters: This is a collegial task. Since you may be reading this book on your own, we have included a way for you to be part of a small collaborative learning team. Complete the first part of the task in writing and then, in the second part, compare your answers with those of the authors.

John: And yet, here we are starting with a chapter on thinking and the brain. Jim: After a lengthy and sometimes spirited discussion, we decided that’s where the intersection is. John: You can’t get very far talking about students without considering how the kids will experience and process the content. Jim: And likewise, content in isolation is of little use. It’s only when kids internalize and apply it that it gains meaning. John: After we decided to begin with cognition, it didn’t really matter which chapter came next.

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