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Preface | |
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What We Teach and Why | |
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Working with Standards and Benchmarks | |
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Introduction | |
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Addressing the question, "What will I teach?" | |
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The standards-based reform movement | |
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State and Local Standards | |
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National Professional Organizations | |
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Conclusion | |
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Philosophies of Curriculum and Instruction | |
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Introduction | |
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Academic Rationalism | |
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Cognitive Processing | |
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Curriculum as Technology | |
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Self-Actualization | |
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Social Reconstructionism | |
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Conclusion | |
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The Role of Assessment | |
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Introduction | |
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Summative Assessments | |
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Formative Assessment | |
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Assessment and Issues of Quality | |
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Facilitating Student Self-Assessment | |
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Conclusion | |
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The Models of Teaching | |
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Direct Instruction | |
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Introduction | |
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3rd Grade Abbreviations in Addresses | |
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Post-Lesson Reflection | |
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The Stages of Direct Instruction | |
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Middle School - Improper Fractions and Mixed Numbers | |
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Post-Lesson Reflection | |
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A Brief History and Background of Direct Instruction | |
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Technology and Direct Instruction | |
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Direct Instruction, Content Standards, and Benchmarks | |
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Why Choose Direct Instruction? | |
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Conclusion | |
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Putting it Together | |
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Concept Attainment | |
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Introduction | |
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Second Grade Science | |
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Post-Lesson Reflection | |
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Stages of Concept Attainment | |
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Fifth Grade Math | |
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Post-Lesson Reflection | |
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A Brief History and Background of Concept Attainment | |
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Concept Attainment and Technology | |
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Concept Attainment, Content Standards, and Benchmarks | |
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Why Choose Concept Attainment? | |
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Conclusion | |
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Putting It Together | |
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The Inductive Model | |
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Introduction | |
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First and Second Grade Multiage Social Studies | |
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Post-Lesson Reflection | |
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The Stages of the Inductive Model | |
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Fifth Grade Social Studies | |
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Post-Lesson Reflection | |
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A Brief History and Background of the Inductive Model | |
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Technology and the Inductive Model | |
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The Inductive Model, Content Standards, and Benchmarks | |
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Why Choose the Inductive Model? | |
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Conclusion | |
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Putting It Together | |
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Reciprocal Teaching (RT) | |
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Introduction | |
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Fifth Grade Reading | |
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Post-Lesson Reflection | |
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The Stages of Reciprocal Teaching | |
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High School Government | |
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Post-Lesson Reflection | |
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A Brief History and Background of Reciprocal Teaching | |
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Technology and Reciprocal Teaching | |
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Reciprocal Teaching, Content Standards and Benchmarks | |
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Why Choose Reciprocal Teaching? | |
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Conclusion | |
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Putting it Together | |
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Question-Answer Relationship (QAR) | |
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Introduction | |
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Third Grade Language Arts | |
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Post-Lesson Reflection | |
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The Stages of QAR | |
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Middle School Science | |
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Post-Lesson Reflection | |
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A Brief History and Background of QAR | |
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Technology and QAR | |
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QAR, Content Standards and Benchmarks | |
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Why Chose QAR? | |
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Summary | |
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Putting it Together | |
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Jigsaw | |
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Introduction | |
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High School Social Studies | |
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Post-Lesson Reflection | |
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Stages of the Jigsaw Model | |
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Sixth Grade On-Line Research - A Jigsaw Modification | |
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Post Lesson Reflection | |
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Additional Cooperative Learning Structures | |
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A Brief History and Background of Jigsaw | |
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Technology and Jigsaw | |
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Jigsaw, Content Standards, and Benchmarks | |
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Why Choose Jigsaw? | |
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Summary | |
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Putting It Together | |
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Role Playing | |
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Introduction | |
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Middle School Anger on the Playing Fields | |
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Post-Lesson Reflection | |
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Themes in Role Playing for Social Studies and Literature | |
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Fourth Grade The Tattle Tale Problem | |
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Post Lesson Reflection | |
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A Brief History and Background of Role Playing | |
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Technology and Role Playing | |
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Role Playing, Content Standards, and Benchmarks | |
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Why Choose Role Playing? | |
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Summary | |
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Putting It Together | |
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Inquiry-Based Learning | |
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Introduction | |
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Middle School Science | |
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Post-Lesson Reflection | |
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Structuring Inquiry-Based Learning Experiences | |
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Third Grade - Inquiry-Based Units | |
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Post-Lesson Reflection | |
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A Brief History and Background of Inquiry-Based Learning | |
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Technology and Inquiry-Based Learning | |
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Inquiry-Based Learning, Content Standards, and Benchmarks | |
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Why Choose Inquiry-Based Learning? | |
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Summary | |
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Putting It Together | |
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Synectics | |
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Introduction | |
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Middle School Writing | |
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Post-Lesson Reflection | |
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The Stages/Structure of Synectics | |
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High School Science | |
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Post-Lesson Reflection | |
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A Brief History and Background of Synectics | |
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Technology and Synectics | |
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Synectics, Content Standards and Benchmarks | |
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Why Chose Synectics? | |
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Summary | |
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Putting it Together | |
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Advance Organizers | |
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Introduction | |
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High School Science | |
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Post-Lesson Reflection | |
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The Stages of Advance Organizers | |
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Fifth Grade Social Studies | |
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Post-Lesson Reflection | |
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A Brief History and Background of Advance Organizers | |
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Technology and Advance Organizers | |
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Advance Organizers, Content Standards and Benchmarks | |
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Why Chose Advance Organizers? | |
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Summary | |
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Putting it Together | |
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Developing Curriculum that Addresses Content Standards | |
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Developing Original Instructional Units Based on Standards, Benchmarks, and Grade Level Expectations | |
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Introduction | |
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What Is Curriculum? What Is Instruction? | |
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State and District Content | |
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Emphasizing the Relevance of the Curriculum | |
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Diversity in Your Classroom | |
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Sequencing Instructional Units | |
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Unit Organization | |
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Choosing Models of Teaching | |
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Modifying Instruction for Students with Special Needs | |
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Personnel | |
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Resources | |
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Assessment and Evaluation of Student Learning | |
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Assessing and Evaluating Teacher Effectiveness | |
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Student-Centered Rationales for Curricular and Instructional Decisions | |
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Modifying Curriculum | |
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Summary | |
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Appendix | |
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Glossary | |