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This book guides educators through a five-step process for creating design tasks.
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This book guides educators through a five-step process for creating design tasks.
Produktdetails
- Produktdetails
- Professional Learning Environment
- Verlag: Bloomsbury Publishing Plc
- Seitenzahl: 292
- Erscheinungstermin: 18. Juni 2018
- Englisch
- Abmessung: 254mm x 178mm x 16mm
- Gewicht: 576g
- ISBN-13: 9781475835007
- ISBN-10: 1475835000
- Artikelnr.: 51809977
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
- Professional Learning Environment
- Verlag: Bloomsbury Publishing Plc
- Seitenzahl: 292
- Erscheinungstermin: 18. Juni 2018
- Englisch
- Abmessung: 254mm x 178mm x 16mm
- Gewicht: 576g
- ISBN-13: 9781475835007
- ISBN-10: 1475835000
- Artikelnr.: 51809977
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
Andrea L. Ray
Dedication
Epigraph
Foreword
Preface
Acknowledgement
Introduction
Part One: The Big Picture
1: Stopping the Insanity
2: Making Existing Models Obsolete
3: What Nobody Has Thought Yet
4: Providing Conditions for Learning
Part Two: Classroom-Centered Tasks
5: Selecting Entry Points
6: Personalizing Professional Learning
7: Determining Best Fit
Part Three: Learning-Centered Tasks
8: Reinforcing Resiliency
9: Beyond What You Have Mastered
10: The Other Side of Fear
Part Four: Understanding-Centered Tasks
11: Influencing Teachers' Emotions
12: Seeing Where You Have Been
13: Testing What You Think You Know
Part Five: Progress-Centered Tasks
14: Fulfilling Teachers' Needs
15: Moving Closer to the Truth
16: Imposing a Coherence of Their Own
Part Six: Influencing Teachers' Emotions (An Excerpt)
17: Unleashing a New Form of Energy
Appendices
A: Identifying and Defining Connections
B: Selecting Focal Points
C: Developing Instructional Goals
D: Linking Students' Learning Outcomes to Teachers' Professional Learning
E: Measuring Teachers' Sense of Efficacy
F: The Geneva Emotion Wheel
G: Teacher Motivation for Professional Development
Glossary
About the Author
Epigraph
Foreword
Preface
Acknowledgement
Introduction
Part One: The Big Picture
1: Stopping the Insanity
2: Making Existing Models Obsolete
3: What Nobody Has Thought Yet
4: Providing Conditions for Learning
Part Two: Classroom-Centered Tasks
5: Selecting Entry Points
6: Personalizing Professional Learning
7: Determining Best Fit
Part Three: Learning-Centered Tasks
8: Reinforcing Resiliency
9: Beyond What You Have Mastered
10: The Other Side of Fear
Part Four: Understanding-Centered Tasks
11: Influencing Teachers' Emotions
12: Seeing Where You Have Been
13: Testing What You Think You Know
Part Five: Progress-Centered Tasks
14: Fulfilling Teachers' Needs
15: Moving Closer to the Truth
16: Imposing a Coherence of Their Own
Part Six: Influencing Teachers' Emotions (An Excerpt)
17: Unleashing a New Form of Energy
Appendices
A: Identifying and Defining Connections
B: Selecting Focal Points
C: Developing Instructional Goals
D: Linking Students' Learning Outcomes to Teachers' Professional Learning
E: Measuring Teachers' Sense of Efficacy
F: The Geneva Emotion Wheel
G: Teacher Motivation for Professional Development
Glossary
About the Author
Dedication
Epigraph
Foreword
Preface
Acknowledgement
Introduction
Part One: The Big Picture
1: Stopping the Insanity
2: Making Existing Models Obsolete
3: What Nobody Has Thought Yet
4: Providing Conditions for Learning
Part Two: Classroom-Centered Tasks
5: Selecting Entry Points
6: Personalizing Professional Learning
7: Determining Best Fit
Part Three: Learning-Centered Tasks
8: Reinforcing Resiliency
9: Beyond What You Have Mastered
10: The Other Side of Fear
Part Four: Understanding-Centered Tasks
11: Influencing Teachers' Emotions
12: Seeing Where You Have Been
13: Testing What You Think You Know
Part Five: Progress-Centered Tasks
14: Fulfilling Teachers' Needs
15: Moving Closer to the Truth
16: Imposing a Coherence of Their Own
Part Six: Influencing Teachers' Emotions (An Excerpt)
17: Unleashing a New Form of Energy
Appendices
A: Identifying and Defining Connections
B: Selecting Focal Points
C: Developing Instructional Goals
D: Linking Students' Learning Outcomes to Teachers' Professional Learning
E: Measuring Teachers' Sense of Efficacy
F: The Geneva Emotion Wheel
G: Teacher Motivation for Professional Development
Glossary
About the Author
Epigraph
Foreword
Preface
Acknowledgement
Introduction
Part One: The Big Picture
1: Stopping the Insanity
2: Making Existing Models Obsolete
3: What Nobody Has Thought Yet
4: Providing Conditions for Learning
Part Two: Classroom-Centered Tasks
5: Selecting Entry Points
6: Personalizing Professional Learning
7: Determining Best Fit
Part Three: Learning-Centered Tasks
8: Reinforcing Resiliency
9: Beyond What You Have Mastered
10: The Other Side of Fear
Part Four: Understanding-Centered Tasks
11: Influencing Teachers' Emotions
12: Seeing Where You Have Been
13: Testing What You Think You Know
Part Five: Progress-Centered Tasks
14: Fulfilling Teachers' Needs
15: Moving Closer to the Truth
16: Imposing a Coherence of Their Own
Part Six: Influencing Teachers' Emotions (An Excerpt)
17: Unleashing a New Form of Energy
Appendices
A: Identifying and Defining Connections
B: Selecting Focal Points
C: Developing Instructional Goals
D: Linking Students' Learning Outcomes to Teachers' Professional Learning
E: Measuring Teachers' Sense of Efficacy
F: The Geneva Emotion Wheel
G: Teacher Motivation for Professional Development
Glossary
About the Author







