The interactive classroom : practical strategies for involving students in the learning process

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Bibliographic Details
Main Author: Nash, Ron, 1949- (Author)
Format: eBook
Language: English
Published: Thousand Oaks : Corwin, 2019.
Edition: Third edition.
Series: The complete active classroom series
Subjects:
Active learning.
Learning strategies.
elektronické knihy
electronic books
ISBN: 9781544394183
9781544394053
Physical Description: 1 online zdroj

Cover

Table of contents

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020 |a 9781544394183  |q (electronic bk.) 
020 |a 9781544394053  |q (electronic bk.) 
035 |a (OCoLC)1112372477 
100 1 |a Nash, Ron,  |d 1949-  |e author. 
240 1 0 |a Active classroom 
245 1 4 |a The interactive classroom :  |b practical strategies for involving students in the learning process /  |c Ron Nash. 
250 |a Third edition. 
264 1 |a Thousand Oaks :  |b Corwin,  |c 2019. 
300 |a 1 online zdroj 
336 |a text  |b txt  |2 rdacontent 
337 |a počítač  |b c  |2 rdamedia 
338 |a online zdroj  |b cr  |2 rdacarrier 
490 0 |a The complete active classroom series 
500 |a Previous edition: published as The active classroom. 2014. 
504 |a Obsahuje bibliografické odkazy a index. 
500 |a Foreword by John Almarode<br />Acknowledgments<br />About the Author<br />Unique Features of this Book<br />Introduction<br />Chapter 1. The Tinkerer's Mindset<br /> Pay It Forward<br /> Some Reflections on Reflecting<br /> What I Did With My Summer Vacation<br /> Getting Better at Getting Better<br /> The Synergy in Collaborative Planning<br /> An Innovative Spirit<br /> Turning Talk Into Action<br />Chapter 2. Some Assembly Required<br /> When Plans Go Plop<br /> The Work in Working Relationships<br /> Embrace the Motivators<br /> Avoid the Demotivators<br />Chapter 3. Incorporating Structured Conversations<br /> Making Time to Process New Information<br /> Life in the "Telling" Classroom<br /> The Simultaneity Principle<br /> Working in Pairs<br /> TTYPA (Turn to Your Partner and . . .)<br /> Modeling and Teaching Empathetic Listening<br /> Pausing and Paraphrasing<br />Chapter 4. Managing Movement in the Classroom<br /> Reimagine Classrooms With Movement in Mind<br /> Getting Both Partners Involved<br /> Paired Verbal Fluency (PVF)<br /> Gallery Walks<br />Chapter 5. Presenting With Confidence<br /> Presenters and Facilitators<br /> Rapport, Relationships, and Rehearsals<br /> Purposeful Movement<br /> Visuals and Technology<br /> Seek Clarity and Simplicity<br /> Measure Twice, Cut Once<br /> Provide Process Time<br /> Verbal Miscues<br /> The Mighty Pause<br /> Humor<br />Chapter 6. Let's Be Clear<br /> Do as I Do<br /> High Operational Standards<br /> One at a Time<br /> Remove Barriers to the Message<br /> Clear and Unambiguous Feedback<br /> "Why are we doing this?"<br /> "Who is making the decision here?"<br />Chapter 7. Making Time to Write<br /> Speaking Supports Writing<br /> Hooking Kids on Writing<br /> Let Students Be Teachers<br /> Learning Logs and Journals<br /> Reflective Blogs<br /> Connecting the Writing to the Writer<br /> Quickwrites<br /> Connecting Speaking With Writing<br /> Confident Writers<br />Chapter 8. Using Music to Facilitate Process<br /> Music to Support Transitions and Breaks<br /> Music to Enhance Discussions and Support Activities<br /> The Role of Music in Choosing Learning Partners<br /> Choosing Music<br /> Technology<br />Chapter 9. Unlocking Doors With Storytelling<br /> The Focus Factor<br /> Opening Doors to the Content Material<br /> Ownership Through Questions<br /> It's What They Think That Counts<br />Chapter 10. Accelerating Progress<br /> The Role of Feedback in the Continuous-Improvement Process<br /> A Clear Picture<br /> Bringing Students Into the Conversation<br /> Checklists and Rubrics<br /> Working the Room<br />Chapter 11. Behind the Seen<br /> That Whole Groundwork Thing<br /> Finding Time to Reflect and Ask Questions<br /> Challenging Seven Common Assumptions<br /> Final Thoughts<br />Notes<br />References<br />Index<br /> 
505 0 |a Foreword by John Almarode; Acknowledgments; About the Author; Unique Features of this Book; Introduction; Chapter 1. The Tinkerer's Mindset; Pay It Forward; Some Reflections on Reflecting; What I Did With My Summer Vacation; Getting Better at Getting Better; The Synergy in Collaborative Planning; An Innovative Spirit; Turning Talk Into Action; Chapter 2. Some Assembly Required; When Plans Go Plop; The Work in Working Relationships; Embrace the Motivators; Avoid the Demotivators; Chapter 3. Incorporating Structured Conversations; Making Time to Process New Information; Life in the "Telling" Classroom; The Simultaneity Principle; Working in Pairs; TTYPA (Turn to Your Partner and . . .); Modeling and Teaching Empathetic Listening; Pausing and Paraphrasing; Chapter 4. 
505 0 |a Managing Movement in the Classroom; Reimagine Classrooms With Movement in Mind; Getting Both Partners Involved; Paired Verbal Fluency (PVF); Gallery Walks; Chapter 5. Presenting With Confidence; Presenters and Facilitators; Rapport, Relationships, and Rehearsals; Purposeful Movement; Visuals and Technology; Seek Clarity and Simplicity; Measure Twice, Cut Once; Provide Process Time; Verbal Miscues; The Mighty Pause; Humor; Chapter 6. Let's Be Clear; Do as I Do; High Operational Standards; One at a Time; Remove Barriers to the Message; Clear and Unambiguous Feedback; "Why are we doing this?"; "Who is making the decision here?"; Chapter 7. 
505 0 |a Making Time to Write; Speaking Supports Writing; Hooking Kids on Writing; Let Students Be Teachers; Learning Logs and Journals; Reflective Blogs; Connecting the Writing to the Writer; Quickwrites; Connecting Speaking With Writing; Confident Writers; Chapter 8. Using Music to Facilitate Process; Music to Support Transitions and Breaks; Music to Enhance Discussions and Support Activities; The Role of Music in Choosing Learning Partners; Choosing Music; Technology; Chapter 9. Unlocking Doors With Storytelling; The Focus Factor; Opening Doors to the Content Material; Ownership Through Questions; It's What They Think That Counts; Chapter 10. 
505 0 |a Accelerating Progress; The Role of Feedback in the Continuous-Improvement Process; A Clear Picture; Bringing Students Into the Conversation; Checklists and Rubrics; Working the Room; Chapter 11. Behind the Seen; That Whole Groundwork Thing; Finding Time to Reflect and Ask Questions; Challenging Seven Common Assumptions; Final Thoughts; Notes; References; Index; 
506 |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty 
590 |a SAGE  |b SAGE Knowledge All Titles 
650 0 |a Active learning. 
650 0 |a Learning strategies. 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
776 0 8 |i Print version:  |z 9781544377711 
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