Читать книгу Instructional Strategies for Effective Teaching - James H. Stronge - Страница 5
ОглавлениеTable of Contents
Reproducible pages are in italics.
Summary: So Where Do We Go From Here?
What Research Says About Classroom Discussion
How to Move From Research to Practice
Student Self-Assessment of Discussion
What Research Says About Concept Attainment
How to Move From Research to Practice
Summary
Concept Attainment Worksheet
Concept Attainment Assessment
Concept Attainment Teacher Self-Assessment
What Research Says About Concept Mapping
How to Move From Research to Practice
Summary
Decisions Checklist for Teaching With Concept Maps
Configurations of Concept Maps
Rubric to Evaluate Student Concept Mapping
What Research Says About Cooperative Learning
How to Move From Research to Practice
Summary
Cooperative Learning Models
Cooperative Learning Student Self-Assessment Rubric
Cooperative Learning Teacher Reflection
What Research Says About Direct Instruction
How to Move From Research to Practice
Summary
How to Deliver an Effective Introduction
How to Deliver an Effective Presentation
How to Develop Effective Practice Activities
What Research Says About Mastery Learning
How to Move From Research to Practice
Summary
Mastery Learning Unit
Tracking Student Progress
Mastery Chart
Memorization and Mnemonic Instruction
What Research Says About Memorization
How to Move From Research to Practice
Summary
Mnemonic Strategies
Letter Strategies
What Research Says About Inquiry-Based Learning
How to Move From Research to Practice
Summary
Cycle of Inquiry
Taxonomy of Inquiry
Inquiry-Based Learning Self-Assessment
What Research Says About Self-Regulated Learning
How to Move From Research to Practice
Summary
Self-Regulating Learning Strategies
Learning Contracts
Student Assessment of Self-Regulated Learning
What Research Says About Feedback
How to Move From Research to Practice
Summary
Practice: Critiquing Teacher Feedback
Analyzing Teacher Feedback
Teacher Feedback: Self-Assessment
