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| Reflective Action in Teaching | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| The Reflective Action Model | |
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| Definitions of Reflective Thinking and Action | |
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| The Reflective Practitioner | |
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| How to Develop as a Reflective Practitioner | |
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| Refelctive Action Builds On Withitness | |
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| Defining Withitness | |
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| Reflective Action as It Relates to Withitness | |
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| How to Improve Your Withitness | |
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| A Graphic Model Of Reflective Action In Teaching | |
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| The Spiral Curriculum | |
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| The Art of Teaching | |
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| The Planning Process | |
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| Standards That Apply To Reflective Action In Teaching | |
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| National Teaching Standards | |
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| Reflecting On Your Ethics, Beliefs, And Principles | |
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| Professional Organizations and Ethical Standards | |
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| Ethical Caring | |
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| Involving The Larger Educational Community | |
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| Group Focus Activity | |
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| Preparing For You Licensure Exam | |
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| Portfolio Of Professional Practices Activity | |
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| References | |
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| Creating a Safe, Healthy, and Happy Classroom | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| Withitness, Observing Students to Learn from Them | |
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| Practical Classroom Management Strategies | |
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| Connectedness | |
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| Strategies to Meet Students' Needs | |
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| Building a Cooperative Climate | |
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| Planning For The First Day Of School | |
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| Teaching Style | |
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| Classroom Management Strategies | |
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| Leadership Style | |
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| Monitoring Behavior | |
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| Teacher Body Language | |
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| Proximity Control | |
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| Establishing Rules and Consequences | |
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| How to Conduct a Rule-Setting Activity with your Class | |
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| Using Positive Consequences and Rewards | |
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| Classroom Meetings | |
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| How to Conduct a Class Meeting | |
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| Issues In Classroom Management | |
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| Economic and Social Differences May Cause Varied Expectations of Students | |
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| A System of Moral Discipline | |
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| Cheating by Students and Teachers | |
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| Confronting School Bullies | |
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| Effective Anti-Bullying Programs | |
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| Teaching Students How to Resolve Conflicts | |
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| Reflective Action Case Study: Teaching Language Arts Standards in Conjunction With a Conflict Resolution Unit | |
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| Scheduling Time For Active Learning | |
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| Daily and Weekly Schedules | |
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| Planning Time | |
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| Involving The Larger Educational Community | |
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| Group Focus Activity | |
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| Preparing For You Licensure Exam | |
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| Portfolio Of Professional Practices Activity | |
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| References | |
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| Lesson Planning and Sequencing | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| Lesson Planning | |
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| Leaders in Lesson Planning | |
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| Clarifying Educational Goals and Outcomes | |
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| Writing Useful and Appropriate Outcome Statements | |
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| Formats for Standards | |
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| Writing Objectives To Fit Goals And Outcome Statements | |
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| Educational Objectives | |
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| How to Write Behavioral Objectives | |
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| Levels of Objectives | |
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| Problem-Solving Objectives | |
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| Planning for Higher-Level Thinking | |
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| Planning Lessons For Active Learning | |
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| Planning Assessments That Fit Your Lesson's Objectives | |
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| Predicting Possible Outcomes of Your Lesson Plans | |
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| Adapting Activities for Differentiating Instruction | |
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| Writing A Well-Organized Lesson Plan | |
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| Lesson Plan Models | |
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| Special Consideration in Planning Problem-Solving Lessons | |
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| Sequencing Objectives In School Subjects | |
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| Sequencing Objectives in Mathematics | |
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| Sequencing Objectives in Language Arts | |
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| Sequencing Objectives in Science | |
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| Sequencing Objectives in Social Studies | |
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| Sample Lesson Plans | |
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| Sample First-Grade Writing Lesson Plan | |
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| Sample Science Lesson Plan | |
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| Sample Social Studies Problem-Solving Lesson Plan | |
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| Involving The Larger Educational Community | |
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| Group Focus Activity | |
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| Preparing For You Licensure Exam | |
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| Portfolio Of Professional Practices Activity | |
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| References | |
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| Planning Curriculum Units | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| What is the Role of Education? | |
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| How School Curricula Are Planned | |
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| National Standards and Federal Mandates | |
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| The Discussion about National Curriculum Standards | |
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| State Standards Are the Basis for Curriculum Planning | |
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| Other Influences That Affect Curriculum Development | |
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| Evaluation and Use of Textbooks | |
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| Planning Thematic Units To Fit Your Curriculum | |
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| Backward Mapping: Building Units Based on State Standards | |
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| Deciding on Unit Topics | |
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| Creating a Curriculum Unit Using Reflective Actions | |
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| Sequencing Learning Experiences | |
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| Designing The Curriculum To Reflect Multicultural Values | |
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| Planning Curriculum for a Multicultural, Bilingual Classroom | |
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| Time Lines That Fit Your Goals and Outcome Statements | |
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| Collaborative Long-Term Planning | |
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| Examples Of Long-Term Curriculum Planning | |
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| Language Arts Planning for the Primary Grades | |
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| Examples Of Thematic Units | |
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| A Multidisciplinary Primary Unit | |
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| Fourth-Grade Social Studies/Literature Unit | |
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| An Upper Elementary Mathematics Unit | |
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| A Science Unit at Eagle Bluff Environmental Education Park | |
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| Involving The Larger Educational Community | |
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| Group Focus Activity | |
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| Preparing For You Licensure Exam | |
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| Portfolio Of Professional Practices Activity | |
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| References | |
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| Differentiating Instruction | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| Starting the School Year | |
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| Language Acquisition And The Classroom Teacher | |
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| Language Scaffolding | |
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| The Stages in Language Acquisition | |
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| Optimal Levels of Instruction | |
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| Five Factors In Differentiating Instruction For Diverse Students | |
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| Addressing The Needs Of All Students | |
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| Addressing the Needs of Gifted Students | |
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| Addressing the Needs of Exceptional Education Students | |
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| Addressing the Needs of Students Who are Not Working at Grade Level | |
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| How to Plan for a Variety of Learning Styles | |
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| Interactive Goal Setting | |
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| Building Self-Esteem And Intrinsic Motivation | |
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| The Enhancing Effects of Success | |
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| Classrooms as Communities | |
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| Using Assessment Devices To Identify Student Needs | |
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| Interpreting Data from Students' Cumulative Files | |
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| Avoiding Student Labels | |
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| Using Pretests to Diagnose Student Needs | |
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| Placement and Grouping Decisions | |
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| Performance Sampling | |
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| Involving The Larger Educational Community | |
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| Group Focus Activity | |
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| Preparing For You Licensure Exam | |
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| Portfolio Of Professional Practices Activity | |
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| References | |
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| Using Teaching Strategies that Engage Students in Active, Authentic Learning | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| Authentic Learning | |
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| Retrieval Process | |
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| Schema Theory | |
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| Advance Organizers | |
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| Differentiated Instructional Strategies FOR Authentic Learning | |
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| Acceleration Strategies | |
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| Presentation Skills That Increase Clarity And Motivation | |
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| Getting Students' Attention | |
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| Enthusiasm | |
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| Clarity | |
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| Smooth Transitions | |
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| Timing | |
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| Variation | |
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| Interaction | |
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| Closure | |
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| Active, Authentic Learning Experiences | |
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| Systematic Classroom Instruction | |
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| How to Provide Direct Instruction of New Knowledge and Skills | |
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| Teacher Modeling and Demonstration | |
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| Structuring Tasks for Success | |
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| Matching Learning Styles and Teaching Styles | |
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| Learning Experiences Designed for Multiple Intelligences | |
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| Involving The Larger Educational Community | |
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| Group Focus Activity | |
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| Preparing For You Licensure Exam | |
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| Portfolio Of Professional Practices Activity | |
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| References | |
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| Developing a Repertoire of Teaching Strategies | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| Examples Of Teaching Strategies In Action | |
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| Discovery Learning | |
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| Inquiry Training | |
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| Role Playing | |
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| Story Telling | |
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| Simulation | |
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| Mastery Learning | |
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| Contracts for Independent Learning | |
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| Reflective Action Case Study: Establishing Learning Centers | |
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| Cooperative Learning Strategies | |
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| Learning Teams Enhance Achievement | |
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| Cooperative Learning of the Basic Skills | |
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| Cooperative Learning in Science | |
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| Creating Well-Balanced Cooperative Groups | |
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| The Effects of Cooperative Learning | |
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| Additional Formats For Cooperative Groups | |
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| Literature Circles | |
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| Peacemaking Groups | |
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| Involving The Larger Educational Community | |
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| Group Focus Activity | |
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| Preparing For You Licensure Exam | |
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| Portfolio Of Professional Practices Activity | |
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| References | |
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| Engaging Students in Classroom Discussions | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| Asking Questions That Stimulate Higher Level Thinking | |
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| Strategies For Interactive Discussions | |
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| Problem-Solving Discussions | |
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| Group Investigations | |
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| Discussions That Promote Critical Thinking | |
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| Discussions That Improve Observation Skills | |
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| Discussions That Enhance Comparing Skills | |
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| Discussions That Guide Classification Skills | |
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| Discussions That Identify Assumptions | |
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| Socratic Dialogues | |
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| Discussions That Enhance Creative Thinking | |
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| Discussions That Encourage Imagination and Inventiveness | |
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| Prewriting Discussions | |
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| Discussions That Address Multiple Intelligences | |
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| Role Of The Teacher In Leading Discussions | |
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| How to Encourage Participation in Class Discussion | |
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| Involving The Larger Educational Community | |
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| Group Focus Activity | |
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| Preparing For You Licensure Exam | |
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| Portfolio Of Professional Practices Activity | |
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| References | |
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| Balancing Standards and Creative Activities | |
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| Questions for reflection as you read the chapter | |
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| A View into the Classroom | |
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| Reflecting on the Classroom Experience | |
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| The Importance Of Imaginative Childhood Experiences | |
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| Providiing Materials For Creative Projects | |
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| Materials from Homes | |
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| Materials from Merchants | |