MARC Record from Marygrove College

LEADER: 08751cam a2200565 i 4500
001 ocm00700940
003 OCoLC
005 20191109072332.2
008 730817s1974 nyua b 001 0 eng
010 $a 73014754
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015 $aGB7415368$2bnb
016 7 $a003495458$2Uk
019 $a59779849$a123148240
020 $a003007391X
020 $a9780030073915
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029 1 $aAU@$b000049869146
029 1 $aDEBBG$bBV003056060
029 1 $aGBVCP$b020175078
029 1 $aHEBIS$b246280867
029 1 $aNLGGC$b78153366X
029 1 $aNZ1$b2705566
029 1 $aNZ1$b920039
029 1 $aUNITY$b060697679
035 $a(OCoLC)00700940$z(OCoLC)59779849$z(OCoLC)123148240
050 00 $aLB1029.O6$bS72
082 00 $a372.12/56$219
082 04 $a371.3
084 $aDP 1920$2rvk
049 $aMAIN
100 1 $aStephens, Lillian S.
245 14 $aThe teacher's guide to open education /$cLillian S. Stephens.
260 $aNew York :$bHolt, Rinehart and Winston,$c1974.
300 $axii, 337 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 326-329).
505 0 $aUnderstanding open education : The philosophy of open education : On defining open education ; On children and childhood ; On the nature of education : The process of education ; The province of education. On child development : The view of Jean Piaget ; Some implications of Piaget's theories. On children and learning : Learning begins at birth ; Learning is continuous ; Learning is personal ; Learning is purposive ; Learning is self-motivated ; Learning requires that material be appropriate to the child's level of development ; Learning requires that the child be the director, not the receiver ; Learning requires the active participation of the child. Characteristics of open classrooms : The basic model ; Optional extras. Open education defined ; Other educational movements : Progressive education ; The free-school movement ; The British informal movement -- The role of the teacher : A changing role ; A way of relating ; The teacher and child responsibility : The notion of responsibility ; Freedom in open classrooms ; Decisions in the classroom ; Sharing responsibility for key decisions -- Organizing the open classrooms : Changing from a traditional classroom : Selecting a starting point : The teacher ; The students ; Administrators and other faculty members ; The parents. Preparing for change ; Instituting the change : Starting slowly ; Moving moderately ; Changing completely. Arranging the room : The reading corner ; The writing corner ; The mathematics corner ; The science corner ; Other activity corners. A planned environment : Materials in the open classroom ; Housekeeping in open classrooms -- Classroom management : Organizing the school day : Starting the day ; Scheduling the day ; The class meeting. Organizing and assigning work : Organizing work ; Signing up for activities ; Assigning work ; Assigning the general area of work ; Assigning specific work ; Contracts ; Activity cards -- Recordkeeping and evaluation : Scope and purpose of records in open classrooms ; School records : Morning chores ; Cumulative records. Internal class records : Records of overall work of the class ; Records of individual children's work ; Reading records ; Mathematics records. Summary comments about records -- The curriculum of open classrooms : An introduction to the curriculum : Integrated curriculum and integrated day ; Children's play ; The "three Rs" and creative arts -- Topics and projects : Topics in open classrooms : Choosing a topic ; Working on a topic ; The teacher's role ; Summarizing a topic ; Advantages of topic work. Projects in open classrooms : Choosing a project ; Multiple-class and school projects ; Planning the work ; Groups in project work ; Culmination of the project ; Advantages of project work -- Social studies : Transmitting information about man : How objective are historical facts? ; How accurate should reporting be?. Transmitting values or citizenship ; Developing a critical attitude ; Social studies in the open classroom -- Science : What is science? ; Objectives of science ; Science in open classrooms : Short-term activities ; Long-term activities. Living things : Animals in the classroom ; Plants in the classroom -- Reading : A critical look at some conventional approaches ; Reading in open classrooms : Reading readiness ; Beginning reading ; Developmental reading ; Fun with language -- Writing : Stimulating prose writing ; Stimulating poetry writing ; Stimulating functional writing ; Correcting written work ; Dictionaries ; Bookbinding -- Mathematics : The mathematics program in open classrooms : Mathematics textbooks, workbooks, or kits ; Activity or work cards ; General activities. The scope of the mathematics curriculum ; Suggestions for mathematics activities : Numbers and numeration ; Sets: language and symbols ; Operations on whole numbers ; Operations on fractions ; Problem solving ; Measurement ; Geometry. The mathematics corner ; The use of mathematical activities : Recording findings ; Maintaining a class book of facts. Computations -- Cooking and baking -- Creative arts: arts and crafts, music, dance and movements, drama : Arts and crafts : Illustrative and expressive work ; Art appreciation ; Art for art's sake. Music ; Dance and movement ; Drama -- Implementing the open approach : Focusing on the individual child : Individualization of instruction : Individualization in traditional classes ; Individualization in open classrooms ; Individual interests in the curriculum. Provisions for the special child : The special child in the traditional class ; The special child in the open class. Assessing the individual : The assessment of intelligence ; The assessment of achievement -- Grouping for instruction : Horizontal or single-age grouping ; Ability grouping: heterogeneous versus homogeneous groups ; Grouping in open education schools : Vertical or interage grouping ; The school within a school ; Open-plan schools ; Team teaching. Grouping in open education classes : Organization of groups -- Team and cooperative teaching : Cooperative versus team teaching ; Cooperative teaching in open classrooms ; Team teaching in open classrooms : Advantages ; Disadvantages ; To team or not to team ; Choosing a team ; The size of the team ; Differentiated staffing ; Planning a team ; Organizing the space ; Organizing he students ; Organizing the work ; Planning the work ; Records of the team ; Meeting with parents ; General comments -- Parents, volunteers, and paraprofessionals : Fostering parental understanding : Communicating with parents ; Parents as resources. Working with volunteers : Retired people ; Older students. Working with paraprofessionals ; General comments on the use of volunteers and paraprofessionals -- Anticipating some problems : Maintaining a healthy working atmosphere ; Making sure that each child spends his time constructively ; Learning when (and when not) to intercede in a child's activity ; Sustaining a child's interest in an activity ; Obtaining sufficient materials ; Handling negative reactions from others -- Teacher centers : Functions of teacher centers : Clearing houses for materials and equipment ; Resource center ; Workshop ; Preservice and in-service education ; Parental education ; Advisory service ; Circulating equipment ; Display center ; Meeting rooms ; Social center ; Library ; Miscellaneous. Organization of the centers -- The British scene : History of informal education in Great Britain ; British schools today : Organization: primary years ; Organization: secondary schools ; Faculties of schools ; The parents ; Evaluation of informal schools. Are British children different? -- A study of British informal schools : Details of the study ; Major findings : The nature of classroom work ; Organization of classes ; Division of responsibility. Other findings.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aOpen plan schools.
650 6 $aÉcoles à aires ouvertes.
650 7 $aOpen plan schools.$2fast$0(OCoLC)fst01046086
650 7 $aOffener Unterricht$2gnd
776 08 $iOnline version:$aStephens, Lillian S.$tTeacher's guide to open education.$dNew York : Holt, Rinehart and Winston, 1974$w(OCoLC)899747742
994 $a92$bERR
976 $a31927000098332