Figure 1.1
description
Transcript of Figure 1.1
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PowerPoint Slides to Accompany Instructional Strategies for Middle and
High School, 2e by Bruce Larson and
Timothy Keiper
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Figure 1.1Intrinsic motivation and “flow.”
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Figure 1.2The learning cycle in differentiated instruction.
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Table 1.1Immigration and your students.
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Figure 2.1Linking life, education, school
LIFE
EDUCATION
SCHOOL
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Figure 2.2Curriculum and stake holders
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Figure 3.1Goals, long-term targets, and short-term targets
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Figure 3.2Updating Bloom’s taxanomy
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Table 3.1Recent assessment trends
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Table 3.2Comparing five assessments
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Table 3.3Presentation rubric
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Figure 4.1Schwab’s four commonplaces
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Figure 4.2Planning for improving future lessons
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Chapter 5: Lecture/Interactive PresentationWhere lecture falls on the continuum of teacher-centered vs. student-centered learning
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Figure 5.1Sample “outline web” of main ideas
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Chapter 6: QuestioningWhere questioning falls on the continuum of teacher-centered vs. student-centered learning
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Figure 6.1Question construction wheel
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Figure 6.2Example of a student map created during a Socratic seminar (from one of Bruce Mansfield’s students)
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Chapter 7: Concept FormationWhere concept formation falls on the continuum of teacher-centered vs. student-centered learning
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Figure 7.1Different levels of learning
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Table 7.2Charting concepts: fruit
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Table 7.3Charting word formations for concepts
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Chapter 8: Cooperative LearningWhere concept formation falls on the continuum of teacher-centered vs. student-centered learning
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Table 8.1T-chart for “working together in a group”
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Box 8.1Group and self evaluation
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Box 8.2Group biography planning sheet
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Chapter 9: Simulations, Role-Play, and DramatizationWhere concept formation falls on the continuum of teacher-centered vs. student-centered learning
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Table 9.1Appropriate terms for simulations
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Box 9.1Simulation score sheet
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Table 9.2Persuasive paper rubric
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Chapter 10: Discussion and DebateWhere discussion and debate fall on the continuum of teacher-centered vs. student-centered learning
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Figure 10.1Future’s wheel brainstorm web
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Figure 10.2Diagram of a fishbowl discussion seating arrangement
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Figure 10.3Screenshot of threaded discussion
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Table 10.1Clipboard checklist for classroom discussions
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Figure 10.4Discussion rating scale
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Chapter 11: Student-Directed InvestigationWhere student-directed investigation falls on the continuum of teacher-centered vs. student-centered learning
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Figure 11.1Stages of the inquiry process
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Table 11.1Analytic rubric for making a brochure
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