Visible Learning for Teachers

Maximizing Impact on Learning
Author: John Hattie
Publisher: Routledge
ISBN: 1136592326
Category: Education
Page: 296
View: 4287
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In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’

Lernen sichtbar machen für Lehrpersonen

Überarbeitete deutschsprachige Ausgabe von "Visible Learning for Teachers"
Author: John Hattie
Publisher: N.A
ISBN: 9783834013002
Category:
Page: 296
View: 3968
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Hattie für gestresste Lehrer

Kernbotschaften und Handlungsempfehlungen aus John Hatties "Visible Learning" und "Visible Learning for Teachers"
Author: Klaus Zierer
Publisher: N.A
ISBN: 9783834014009
Category: Effective teaching
Page: 133
View: 2659
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Lernen sichtbar machen


Author: John Hattie
Publisher: N.A
ISBN: 9783834011909
Category: Effective teaching
Page: 420
View: 5336
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Lehrerkompetenzen


Author: Dagmar-Beatrice Gaedtke-Eckardt
Publisher: LIT Verlag Münster
ISBN: 3643114028
Category: Education
Page: 150
View: 5158
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Unterrichtsqualität und Lehrerprofessionalität

Diagnose, Evaluation und Verbesserung des Unterrichts
Author: Andreas Helmke
Publisher: N.A
ISBN: 9783780010094
Category: Educational evaluation
Page: 436
View: 4828
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Readings for Reflective Teaching in Schools


Author: Andrew Pollard
Publisher: Bloomsbury Publishing
ISBN: 1472509110
Category: Education
Page: 504
View: 1161
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Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school?university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues ? including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. Readings for Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series ? inspiring education through innovation in early years, schools, further, higher and adult education.

Improving Reading Comprehension of Middle and High School Students


Author: Kristi L. Santi,Deborah K. Reed
Publisher: Springer
ISBN: 3319147358
Category: Education
Page: 197
View: 4638
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This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.

Beyond the Common Core

A Handbook for Mathematics in a PLC at WorkTM, High School
Author: Mona Toncheff,Timothy D. Kanold
Publisher: Solution Tree Press
ISBN: 1936763516
Category: Education
Page: 240
View: 1694
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Focus your curriculum to heighten student achievement. Learn 10 high-leverage team actions for grades 9–12 mathematics instruction and assessment. Discover the actions your team should take before a unit of instruction begins, as well as the actions and formative assessments that should occur during instruction. Examine how to most effectively reflect on assessment results, and prepare for the next unit of instruction.

Fremdsprachen Lehren und Lernen 2014


Author: Claus Königs, Frank Küster, Lutz Gnutzmann
Publisher: BoD – Books on Demand
ISBN: 3823393979
Category: Language Arts & Disciplines
Page: 144
View: 8563
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Beyond the Common Core

A Handbook for Mathematics in a PLC at WorkTM, Grades 6-8
Author: Jessica Kanold-McIntyre,Matthew R. Larson
Publisher: Solution Tree Press
ISBN: 1936763494
Category: Education
Page: 160
View: 2723
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Focus your curriculum to heighten student achievement. Learn 10 high-leverage team actions for grades 6–8 mathematics instruction and assessment. Discover the actions your team should take before a unit of instruction begins, as well as the actions and formative assessments that should occur during instruction. Examine how to most effectively reflect on assessment results, and prepare for the next unit of instruction

Debates in Design and Technology Education


Author: Gwyneth Owen-Jackson
Publisher: Routledge
ISBN: 1134085265
Category: Education
Page: 224
View: 3260
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Design and Technology has long held a controversial place on the school curriculum, with some arguing that it shouldn’t be there at all. This book presents and questions considered arguments and judgements, and explores the major issues that all D&T teachers encounter in their daily professional lives. In exploring some of the key debates, it encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools. Written by expert design and technology education professionals, chapters tackle established and contemporary issues, enabling you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates covered include: What is the purpose of design and technology? Is it a vocational or academic subject? What is the place of design and technology within the STEM agenda? What knowledge and skills do teachers really need? What does the design and technology gender divide mean for schools and pupils? Is it a ‘creative’ subject? What is the future for design and technology? With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or Masters level study.

Group Work in the English Language Curriculum

Sociocultural and Ecological Perspectives on Second Language Classroom Learning
Author: P. Chappell
Publisher: Springer
ISBN: 1137008784
Category: Education
Page: 212
View: 962
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This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.

Learning Targets

Helping Students Aim for Understanding in Today's Lesson
Author: Connie M. Moss,Susan M. Brookhart
Publisher: ASCD
ISBN: 1416614818
Category: Education
Page: 220
View: 5382
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In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call "today's lesson"--or it doesn't happen at all. The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards. Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book * Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice. * Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. * Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target. * Shows how to use learning targets to guide summative assessment and grading. Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment. What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

Real-World Projects

How do I design relevant and engaging learning experiences? (ASCD Arias)
Author: Suzie Boss
Publisher: ASCD
ISBN: 141662032X
Category: Education
Page: 48
View: 5354
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In this book, project-based learning expert Suzie Boss explains how real-world projects engage and motivate students while teaching relevant, rigorous content and skills that align with standards and put learners on the path to active citizenship. YouÕll learn why students need to be able to identify and solve authentic, project-worthy problems in their own communities and beyond; how to connect with real-world experts, allies, and audiences; and what practical, field-tested strategies are essential for planning, assessing, and using technology to support successful projects. Project examples are woven throughout the book to show what real-world learning looks like in action, and the resources in the Encore section will help you plan the next steps in your school or classroom.

Motivation to Learn


Author: Michael Middleton,Kevin Perks
Publisher: Corwin Press
ISBN: 1412986710
Category: Education
Page: 240
View: 8167
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Harness the power of motivation to transform the learning experience! When properly channeled, motivation propels learning forward. Yet teachers across all grade levels and disciplines struggle to recognize and cultivate this dynamic, social force in the classroom. This essential resource proves that all students are motivated to learn, and provides authentic tools to create and sustain a classroom community that is highly engaged. You’ll discover: Reflection activities that promote student voice and self-efficacy as well as assess existing motivation levels Case studies and best practices based on current motivation theory and research Strategies to design meaningful learning tasks and build positive relationships with students and colleagues.

Lehrbuch für Lernen und Lehren mit Technologien

2. Auflage (2013)
Author: Martin Ebner
Publisher: epubli
ISBN: 3844268561
Category: Education
Page: 592
View: 7047
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Das mehrfach preigekrönte Lehrbuch rund um das Lernen und Lehren mit Technologien (L3T)

Persönliche Leistungen


Author: Matthias Weller
Publisher: Mohr Siebeck
ISBN: 9783161519895
Category: Law
Page: 709
View: 6968
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English summary: If a contract requires personal instead of vicarious performance, only the debtor and no subcontractor or any other third person is able to perform in conformity with the contract.. The creditor insists on personal performance if the person of the debtor is of particular importance to him. Matthias Weller answers the questions when and why this is the case, whether personal performance should be regarded as an exception or rather as the basic case of any performance and what legal consequences arise from the requirement of personal performance. The answers include comparative perspectives, in particular with respect to the European private law (DCFR). German description: Personliche Leistungen konnen nur vom Schuldner selbst erbracht werden. Dies will der Glaubiger, wenn es ihm auf die Person des Schuldners und insbesondere seine Expertise ankommt. Obwohl sich in Gesetz und Rechtsprechung eine Vielzahl von Einzelregelungen und Gerichtsentscheidungen zu personlichen Leistungen findet und solche Leistungen fur die Arbeitsteilung in einer Wissensgesellschaft zentrale Bedeutung haben, steht eine Grundlagenarbeit zu personlichen Leistungen aus. Matthias Weller schliesst diese Lucke. Er setzt sich mit folgenden Fragen auseinander: Wann liegt eine personliche Leistung vor? Welches Verstandnis von der Leistung liegt dem Begriff der personlichen Leistung zugrunde? Und welche Rechtsfolgen vom Leistungsstorungsrecht bis hin zum Vollstreckungsrecht losen personliche Leistungen aus? Der Autor stellt rechtsvergleichende Bezuge her und berucksichtigt dabei auch das europaische Privatrecht (DCFR).

Didaktische Kompetenz

Zugänge zu einer theoriegestützten bildungsorientierten Planung und Reflexion des Unterrichts
Author: Hans Berner
Publisher: N.A
ISBN: 9783258060330
Category: Teaching
Page: 293
View: 1760
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