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| Why Change? | |
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| Why Change the Way We Teach? | |
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| Scenario Introduction | |
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| Has Society Changed that Much? | |
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| Have Schools Changed? | |
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| Should Schools Change? | |
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| Setting the Record Straight About Public Education | |
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| The Context of Schooling Contexts Then and Now | |
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| Spotlight on Behavior Management | |
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| Should Teaching Change? | |
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| Deep Understanding versus Surface Learning Promoting Conceptual Change | |
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| The Expanding Knowledge Base About How People Learn | |
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| How Should Schools and Teaching Change? | |
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| How Can Teachers Change? | |
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| Learning and Teaching in the Age of Technology | |
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| What If Schools and Teaching Changed? | |
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| How Can Planning for Instruction Change? | |
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| Start Planning with a Big Idea Start Instruction by Cueing Prior | |
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| Knowledge with a Compelling Attention | |
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| Getter Continue by Helping Them Learn Content | |
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| Then Help Them Practice What They Learned Finally, Let Them Apply | |
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| What They Learned to a Different Problem | |
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| Scenario Revisited a Voice from the Field Introduction to Planning for Instruction Planning for Instruction Chapter | |
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| Summary Getting to the Core | |
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| Changing Classroom Practices to Promote Deep Understanding | |
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| Powerful Principles from Theoretical Perspectives | |
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| Scenario Introduction | |
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| How Do Theories Work? | |
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| How Do Traditional and Contemporary Theories Differ? | |
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| How Do Humans Learn? | |
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| What is Social Cognitive Theory? | |
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| Modeling Effects Modeling Processes | |
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| How Does Contextualist Theory Help Us to Understand Learning? | |
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| Constructed Knowledge Language, Learning and Development | |
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| The Social Context of Learning What is Information Processing Theory? | |
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| Spotlight on Behavior Management | |
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| Attention, Recognition, and Human Memory Getting | |
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| Information into Long-Term Memory Declarative and Procedural Knowledge | |
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| What Motivates Humans to Learn? | |
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| Learning and Teaching in the Age of Technology | |
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| Intrinsic versus Extrinsic Motivation | |
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| Theory Meets Practice What Motivation Theories Suggest | |
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| Scenario Revisited a Voice from the Field Planning for Instruction | |
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| Chapter Summary Getting to the Core | |
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| Practical Applications of Powerful Principles | |
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| Scenario Introduction | |
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| What Assumptions Do Teachers Often Make? | |
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| How Can We Apply Theory to Practice? | |
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| How Can We Create Powerful Instruction to Promote Deep Learning? | |
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| How Can We Use Cooperative Learning to Promote Deep Learning? | |
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| Some Specific Cooperative Learning Strategies | |
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| A Practical Example of a Cooperative Learning Activity How Can | |
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| Information Processing Theory Help Us Cover Information? | |
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| Information Processing Theory Helps Us Cover Information | |
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| Spotlight on Behavior Management | |
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| Information Processing Theory Helps Us Cover Information | |
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| Information Processing Theory Helps Us Cover Information | |
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| A Classroom Example of COVER Why Are Practice and Feedback Important? | |
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| What Context is Necessary for Promoting Learning? | |
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| Motivation and the Natural Cycle of Learning | |
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| Learning and Teaching in the Age of Technology | |
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| A Classroom Example of 4MAT 4MAT and the Connection to Powerful Instruction | |
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| Scenario Revisited a Voice From the Field Planning for Instruction Chapter Summary Getting to the Core | |
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| Using Powerful Instructional Strategies | |
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| Scenario Introduction | |
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| What Specific, Powerful Instructional | |
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| Strategies Can Teachers Employ? | |
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| Research-Based Strategies Interactive Direct | |
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| Instruction Powerful Questions | |
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| Questioning Strategies Guide Using Problems to Promote Learning | |
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| Spotlight on Behavior Management | |
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| Case Study Method Project Learning as a Powerful Strategy Learning Centers in Your Classroom | |
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| Learning and Teaching in the Age of Technology | |
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| Graphic and Visual Organizers What Other Instructiona | |