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Preface to the Second Edition | |
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Acknowledgments | |
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About the Authors | |
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Introduction | |
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Beginning With What Students Know: The Role of Prior Knowledge in Learning | |
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What Role Does Background Knowledge Play in Learning? | |
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What Do Research Studies Show About Prior Knowledge? | |
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The Known and the Unknown | |
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Things I Know, Think I Know, Want to Know | |
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What I Know, Want to Know, and Learned | |
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Getting Organized Graphically | |
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Visual Sequencing | |
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Visualizing Cause and Effect | |
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Seeing Similarities and Differences | |
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The Whole Pie | |
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Speaking Categorically | |
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Commonly Shared Prior Experiences | |
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Charting a Colorful Course | |
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Asking the Right Questions | |
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Guided Anticipation | |
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Thinking Out Loud | |
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Using Prior Knowledge Before, During, and After a Lesson | |
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It's About the Words | |
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Word Diagramming | |
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Tracking Progress With Words | |
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Math Dilemmas | |
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Suggestions for Further Information About Prior Knowledge | |
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Active Learning: Differentiated Strategies for All Learners | |
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What Do Research Studies Show About Active Learning? | |
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Active Learning in the Classroom | |
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Give Me Five! An Active Learning Wheel for Teachers and Students | |
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A Collaborative and Active Learning Sequence | |
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A Day of Active Division | |
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Visually Introducing a Unit | |
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Structured Concepts | |
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Visual Report Writing | |
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Charting Skills: Estimation | |
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Visual Story Mapping | |
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Mass Media's Messages | |
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Active Listening | |
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Active Reading | |
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Textbooks Are Friends! | |
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Active Involvement Through Discussion | |
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It's Notable | |
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Thinking From A to V | |
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That's Debatable | |
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Jigsaw Cards and Puzzles | |
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I'm Game | |
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Musical Learning | |
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Narrative Pantomime | |
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Role-Playing to Learn | |
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A Week's Worth of Journaling | |
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Student Goal Setting | |
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Project-Based Learning | |
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Pulling It Together: Class Books | |
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Suggestions for Further Information About Active Learning | |
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Ensuring Gender-Fair Instruction | |
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What Do Research Studies Show About Gender-Equitable Approaches to Improving Student Achievement? | |
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Conducting a Classroom Gender Audit | |
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Seeking Student Feedback on Gender Dynamics | |
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Assessing Bias in Curricular Materials | |
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Quality Questioning | |
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Using Inclusive Language | |
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Thinking While Listening | |
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Mix and Match | |
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Playing Games | |
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Sequence Cards | |
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Paper Plate Review | |
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Headbands | |
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A Word Tool Kit | |
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Bite-Size Reading | |
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Teaching Boys to Write | |
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Six Tips for Tech-Savvy Girls | |
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Creating a "Boy-Friendly" Classroom | |
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Exploring New Roles at School | |
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Peer Support Networks | |
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Orienting Eighth and Ninth Graders to High School | |
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Middle School Academic Preparation for High School Success | |
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Gender Equity Bookmark | |
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Suggestions for Further Information About Gender Equity | |
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Teaching Diverse Students: Addressing Language, Class, Culture, and Ability Differences in the Classroom | |
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The Diversity of the U.S. Educational System | |
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The Diversity of K-12 Students in the United States | |
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Defining Racial Diversity | |
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Defining the Concept of Students With Disabilities | |
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Defining Students in Poverty | |
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Defining Limited English Proficient Students | |
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Implications of Student Diversity for the Classroom | |
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Teaching Students With Special Needs in Mainstream Classrooms | |
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Integrating Limited English Proficient Students Into Mainstream Classrooms | |
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Teaching Racially Diverse Students | |
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Teaching Students in Poverty | |
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Reflecting on Teaching in Diverse Classrooms | |
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Tiered Instruction | |
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Tiered Spelling | |
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Do They Get It? Assessing Student Understanding in Inclusive Classrooms | |
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Teaching Elementary Readers | |
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Helping Struggling Intermediate Readers | |
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Teaching Reading in the Content Areas | |
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Helping Struggling Adolescent Readers | |
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Using Tutors to Increase Reading Achievement | |
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An Extra Net: Using Web Sites to Support the Needs of Diverse Learners | |
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Engaging the Gifted | |
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Helping New and Incoming Students | |
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Meeting the Needs of Preliterate English Language Learner Students | |
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Using English Effectively With English Language Learners | |
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Geometric Collaboration | |
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Collaborative Note Taking | |
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Teaching Standard English in the Multicultural Classroom | |
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High-Performing Teachers of High-Poverty Students | |
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Reducing Prejudice by Increasing Critical Thinking | |
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Multicultural Math | |
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Multicultural Literature | |
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Suggestions for Further Information About Teaching Diverse Students | |
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Assessing Student Performance | |
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Defining Assessment Terms | |
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What Does the Research Say About Using Assessment to Improve Teaching and Learning? | |
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The Power of Performance Assessment | |
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Using Performance Assessment in the Classroom | |
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It's Not Business as Usual: Planning for Assessment | |
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Beginning With the End in Mind | |
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Taking Stock: Student Self-Assessment | |
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Collaborative-Assessment Conferences | |
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Test-Taking Matters | |
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Test-Taking Rules for Students | |
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Getting to Know You: Entry Interviews | |
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Saying Goodbye: Exit Interviews | |
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Taking Note With Anecdotal Records | |
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Making Rubrics | |
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Assessing Orally | |
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Observation Logs | |
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Checking Their Lists: Student Checklists | |
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Learning Logs | |
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Assessing Nontraditional Results | |
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Scheduling Assessment | |
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Suggestions for Further Information About Assessing Student Performance | |
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Some Concluding Thoughts | |
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References | |
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Index | |