MARC Record from Marygrove College

LEADER: 03623cam a22005174i 4500
001 ocn897510529
003 OCoLC
005 20191109071501.7
008 141121s2015 vaua b 001 0 eng
010 $a 2014042384
040 $aDLC$beng$erda$cDLC$dYDX$dOCLCF$dLTSCA$dCDX$dYDXCP$dSTF$dIG#$dOCLCQ$dHF9
020 $a9781416620082$q(pbk. ;$qalk. paper)
020 $a1416620087$q(pbk. ;$qalk. paper)
020 $z9781416620433
029 1 $aAU@$b000053880577
035 $a(OCoLC)897510529
042 $apcc
050 00 $aLB1025.3$b.A55 2015
082 00 $a371.102$223
049 $aMAIN
100 1 $aAntonetti, John V.
245 10 $a17,000 classroom visits can't be wrong :$bstrategies that engage students, promote active learning, and boost achievement /$cJohn V. Antonetti & James R. Garver.
264 1 $aAlexandria, VA :$bASCD,$c[2015]
300 $a188 pages :$billustrations ;$c25 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 180-181) and index.
505 0 $afocus on learning -- how to use this book -- thinking and the brain -- learning targets -- know your learners -- engagement -- instructional strategies -- differentiation -- learning pathways -- closure -- reflection -- putting it all together -- final thoughts.
520 $a"Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning—and in most classrooms, teachers are working much too hard. Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They've visited more than 17,000 classrooms—examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their levels of thinking and engagement. From this vast set of data, they've drawn salient lessons that provide valuable insight into how to smooth the transition from simply planning instruction to designing high-quality student work. The lessons John and Jim have learned from their 17,000 (and counting) classroom visits can't be wrong. They share those lessons in this book, along with stories of successful practice and practical tools ready for immediate classroom application. The authors also provide opportunities for reflection and closure designed to help you consider (or reconsider) your current beliefs and practices. Throughout, you will hear the voices of John and Jim—and the thousands of students they met—as they provide a map for shifting the classroom dynamic from teaching to learning." -- Provided by publisher.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aTeaching.
650 0 $aActive learning.
650 0 $aMotivation in education.
650 0 $aAcademic achievement.
650 7 $aAcademic achievement.$2fast$0(OCoLC)fst00794949
650 7 $aActive learning.$2fast$0(OCoLC)fst00796275
650 7 $aMotivation in education.$2fast$0(OCoLC)fst01027541
650 7 $aTeaching.$2fast$0(OCoLC)fst01144565
700 1 $aGarver, James R.
938 $aCoutts Information Services$bCOUT$n30302741
938 $aIngram$bINGR$n9781416620082
938 $aYBP Library Services$bYANK$n12322594
994 $a92$bERR
976 $a31927000989175