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Figures and Tables | |
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Preface | |
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Getting Oriented | |
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The Approach | |
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The Project | |
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Some Guidelines for Getting Started | |
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Questions for Discussion: Getting Started | |
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A Framework for Course Design | |
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Questions for Discussion: The Conceptual Framework | |
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Relation of Course Design to Curriculum Development | |
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Alignment with Standards | |
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Generating Initial Ideas | |
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References | |
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Setting a Direction | |
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Graphic Organizers | |
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Developing a Tentative Course Outline | |
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Intended Learning Outcomes (ILOs) | |
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Formulating Central Questions | |
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Questions for Discussion: Central Questions | |
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Conceptual Maps | |
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Questions for Discussion: Mapping | |
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Narratives | |
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Flowcharts | |
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Finding Out Where the Students Are | |
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Related Material | |
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Answers to Exercises | |
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References | |
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Developing a Course Rationale | |
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Values and Assumption | |
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Questions for Discussion: Values and Assumptions | |
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Rationale and Entry Point in Planning | |
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Components of a Course Rationale | |
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The Place of a Rationale in Course Design | |
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Questions for Discussion: Sample Rationale | |
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Rationales for Elementary School Units | |
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Questions for Discussion: Course Rationale | |
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References | |
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Refining Intended Learning Outcomes | |
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ILO Statements: Form and Function | |
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Categorizing ILOs | |
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Guidelines for Clarifying ILOs | |
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Priority of ILOs | |
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Overall Balance of ILOs | |
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Summary | |
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Questions for Discussion: Intended Learning Outcomes | |
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References | |
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Forming Units of the Course | |
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Clustering ILOs into Units | |
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Forming Units around Instructional Foci | |
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Titling the Units | |
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Organization and Sequence for Elementary Unit Planning | |
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Suggestions for Elementary Unit Planning | |
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Questions for Discussion: Forming Units | |
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References | |
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Organizing the Courses Units | |
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Organizing the Units | |
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Alternative Organizations: Some Examples | |
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Questions for Discussion: The Unit Outline | |
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Scope and Sequence Charts | |
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Answers to Exercises | |
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References | |
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Developing General Teaching Strategies | |
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Effective Learning Environments | |
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Academic Tasks | |
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Teaching Strategies | |
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Approaches to Instruction | |
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Some Examples | |
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Subunit Two Wonders of the Forest Community | |
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Subunit Two Rivers | |
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Subunit Two The Sounds of Poetry (11D2 weeks) | |
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Subunit One The Camera | |
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Introduction and Two Subunits from a High School | |
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Algebra Unit on Coordinate Geometry | |
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Subunit Three Graphing Two-Dimensional Linear Equations | |
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Subunit Four Operations of Graphs | |
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Course Planning Steps | |
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Questions for Discussion: General Teaching Strategies | |
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References | |
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Planning a Course Evaluation | |
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Perspective on Evaluation | |
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Gathering Evidence on Main Effects | |
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Gathering Evidence of Educational Results | |
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Authentic Methods of Assessment | |
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Gathering Evidence of Side Effects | |
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Troubleshooting | |
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Summary | |
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Questions for Discussion: Course Evaluation | |
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References | |
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Epilogue | |
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Reference | |
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Colonial America: Social Studies Curriculum for Grade 5 | |
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Comments | |
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Introduction | |
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Conceptual Map for Unit on Colonial America | |
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Subunits: Coming to the New World | |
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Reasons for Coming and Reactions to Life Here | |
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An Early Settlement: Plymouth Plantation | |
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Daily Life and Regional Differences | |
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Government | |
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Religion in the Colonies | |
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Relationships with Native Americans | |
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Indentured Servants and Slavery | |
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Why Do We Call Them Colonies? | |
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Evaluation | |
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A Survey of Western Art | |
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Margaret Timmerman | |
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Comments | |