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Figure 1.1

PowerPoint Slides to Accompany Instructional Strategies for Middle and High School, 2e by Bruce Larson and Timothy Keiper. Figure 1.1. Intrinsic motivation and “flow.”. Figure 1.2. The learning cycle in differentiated instruction. Table 1.1 Immigration and your students. Figure 2.1.

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Figure 1.1

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  1. PowerPoint Slides to Accompany Instructional Strategies for Middle and High School, 2e by Bruce Larson and Timothy Keiper

  2. Figure 1.1 Intrinsic motivation and “flow.”

  3. Figure 1.2 The learning cycle in differentiated instruction.

  4. Table 1.1Immigration and your students.

  5. Figure 2.1 Linking life, education, school

  6. Figure 2.2 Curriculum and stake holders

  7. Figure 3.1 Goals, long-term targets, and short-term targets

  8. Figure 3.2 Updating Bloom’s taxanomy

  9. Table 3.1 Recent assessment trends

  10. Table 3.2 Comparing five assessments

  11. Table 3.3 Presentation rubric

  12. Figure 4.1 Schwab’s four commonplaces

  13. Figure 4.2 Planning for improving future lessons

  14. Chapter 5: Lecture/Interactive Presentation Where lecture falls on the continuum of teacher-centered vs. student-centered learning

  15. Figure 5.1 Sample “outline web” of main ideas

  16. Chapter 6: Questioning Where questioning falls on the continuum of teacher-centered vs. student-centered learning

  17. Figure 6.1 Question construction wheel

  18. Figure 6.2 Example of a student map created during a Socratic seminar (from one of Bruce Mansfield’s students)

  19. Chapter 7: Concept Formation Where concept formation falls on the continuum of teacher-centered vs. student-centered learning

  20. Figure 7.1 Different levels of learning

  21. Table 7.2 Charting concepts: fruit

  22. Table 7.3 Charting word formations for concepts

  23. Chapter 8: Cooperative Learning Where concept formation falls on the continuum of teacher-centered vs. student-centered learning

  24. Table 8.1 T-chart for “working together in a group”

  25. Box 8.1 Group and self evaluation

  26. Box 8.2 Group biography planning sheet

  27. Chapter 9: Simulations, Role-Play, and Dramatization Where concept formation falls on the continuum of teacher-centered vs. student-centered learning

  28. Table 9.1 Appropriate terms for simulations

  29. Box 9.1 Simulation score sheet

  30. Table 9.2 Persuasive paper rubric

  31. Chapter 10: Discussion and Debate Where discussion and debate fall on the continuum of teacher-centered vs. student-centered learning

  32. Figure 10.1 Future’s wheel brainstorm web

  33. Figure 10.2 Diagram of a fishbowl discussion seating arrangement

  34. Figure 10.3 Screenshot of threaded discussion

  35. Table 10.1 Clipboard checklist for classroom discussions

  36. Figure 10.4 Discussion rating scale

  37. Chapter 11: Student-Directed Investigation Where student-directed investigation falls on the continuum of teacher-centered vs. student-centered learning

  38. Figure 11.1 Stages of the inquiry process

  39. Table 11.1 Analytic rubric for making a brochure

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