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Fulfilling the Needs of Teachers gives teacher educators the power to reach a teacher's mind and soul. This book guides educators through a five-step process for creating design tasks. Design tasks are multi-dimensional professional learning activities that develop teachers' understandings, skills, and abilities by presenting knowledge in a context that affects his or her beliefs, attitudes, and emotions.
Fulfilling the Needs of Teachers gives teacher educators the power to reach a teacher's mind and soul. This book guides educators through a five-step process for creating design tasks. Design tasks are multi-dimensional professional learning activities that develop teachers' understandings, skills, and abilities by presenting knowledge in a context that affects his or her beliefs, attitudes, and emotions.
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Autorenporträt
Andrea L. Ray is a visionary in professional learning design. She believes passionately in the power of teachers to prepare children for future roles that do not yet exist.
Inhaltsangabe
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
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
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