The Art of Discussion-Based Teaching
Námskeið
- SKF.0356 Skólafræði - Kennarinn og nemandinn
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Ensk lýsing:
Opening Up the Conversation leads practicing and preservice K-12 teachers through the process of creating more open, student-centered discourse in their classrooms. Readers are first introduced to types of teacher questions, student responses, and teacher follow-up moves that are associated with both open and closed discourse. Author John Henning then helps readers identify the most likely places for open and closed classroom discourse by examining an entire unit of instruction and by looking closely at three distinct types of discussions—framing, conceptual, and application.
Lýsing:
Opening Up the Conversation leads practicing and preservice K-12 teachers through the process of creating more open, student-centered discourse in their classrooms. Readers are first introduced to types of teacher questions, student responses, and teacher follow-up moves that are associated with both open and closed discourse. Author John Henning then helps readers identify the most likely places for open and closed classroom discourse by examining an entire unit of instruction and by looking closely at three distinct types of discussions—framing, conceptual, and application.
Annað
- Höfundur: John Henning
- Útgáfa:1
- Útgáfudagur: 2007-10-18
- Blaðsíður: 240
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- Format:ePub
- ISBN 13: 9781135912048
- Print ISBN: 9781138172890
- ISBN 10: 1135912041
Efnisyfirlit
- Contents
- Acknowledgments
- Introduction
- What are Discussions?
- Why Discussion-Based Teaching?
- Obstacles to Discussion-Based Teaching
- It’s Harder than it Looks
- Purpose of the Book
- Organization of the Book
- Discussions and Activities
- How to Use the Book
- What Teachers Need to Know
- part one Classroom Discourse Moves
- one Asking Questions
- Framing Discussion
- Purpose and Desired Outcomes
- Reflections
- Introduction
- The Benefits of Asking Questions
- Types of Questions
- An Overview of Bloom’s Taxonomy
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
- Recall or Recitation Questions
- Beyond Recitation: Create and Use Questions
- Increasing Student Participation
- Providing Cues
- Convergent vs Divergent Questions
- How Much Guidance is Appropriate?
- Asking Fewer Questions to Increase Thinking
- Analyzing Questions
- What Teachers Need to Know
- Application Discussion
- Activities
- Study Group Activity
- one Asking Questions
- two Student Responses
- Framing Discussion
- Introduction
- Elaboration
- Calculating the Ratio of Teacher to Student Talk
- Facilitating Elaboration
- Reflection
- Charting Response Patterns
- Assessing Thinking Skills
- Asking Good Questions is Not Enough
- Wait Time
- Assessing Student-to-Student Interactions
- Teaching Students to Ask Questions
- Synthesizing Ideas
- Facilitating Discussion
- Talking in Groups
- Assessing Content Knowledge
- Pre, Formative, and Post Assessment
- Preassessment
- Formative assessment
- Summative assessment
- Pre, Formative, and Post Assessment
- Assessing Discussions through Student Writing
- What Teachers Need to Know
- Application Discussion
- Activities
- Framing Discussion
- Introduction
- Pausing
- Evaluative Comments
- Confirmations
- Rejections
- Follow Up or Probing Questions
- Guiding Responses
- Repetitions
- Elaborations
- Reformulations
- Recapitulations (Recaps)
- Explanations
- Cues
- Participant Frameworks
- Analyzing Participant Frameworks
- What Teachers Need to Know
- Application Discussion
- Activities
- Study Group Activities
- four Guiding Discussions
- Framing Discussion
- Purpose and Desired Outcomes
- Participants
- Setting
- Assessment of Student and Teacher Discourse
- Dialogue
- Assessment of Student Discourse
- Assessment of Teacher Discourse
- Reflections
- Introduction
- Convergent and Divergent Discussion Patterns
- Divergent to Convergent Pattern of Discourse Moves
- Convergent to Divergent Discourse Moves
- Summary
- Inductive and Deductive Discussions
- Inductive Discussions
- Deductive Discussions
- Summary
- Combining Discussion Patterns
- Inductive Discussion: Divergent to Convergent Discourse Moves
- Inductive Discussion: Convergent to Divergent Discourse Moves
- Deductive Discussion: Divergent to Convergent Discourse Moves
- Deductive Discussion: Convergent to Divergent Discourse Moves
- What Teachers Need to Know
- Application Discussion
- Purpose and Setting
- Participants
- Assessment of Discourse
- Activities
- Study Group Activity
- Framing Discussion
- Background
- Lesson Description
- Restructuring the Lesson
- Expected Discourse
- Introduction
- Eliciting Multiple Student Responses
- Exploring Values
- Seeking Facts or Relationships
- Student Knowledge
- Discussion Designs
- Responding to a Problem
- Responding to an Observation
- Responding to a Reading
- Reflecting on Classroom Activities
- What Teachers Need to Know
- Application Discussion
- Activities
- Study Group Activities
- six Building a Climate for Discussion
- Framing Discussion
- Introduction
- Building Discussion through Relationship
- Showing Personal Interest
- Active Listening
- Being Respectful
- Providing One-on-One Support
- Building Relationships Among Students
- Procedural Talk
- Setting Expectations
- Cooperative Learning
- Holding Students Accountable
- Informal Accountability Strategies
- Teaching Collaborative Skills
- Holding Students Accountable
- What Teachers Need to Know
- Application Discussion
- Introduction
- Activity
- Usual Classroom Discourse
- Restructured Activity
- Reflections
- Activities
- Study Group Activities
- Framing Discussion
- Purpose and Desired Outcomes
- Participants
- Setting
- Introduction
- An Increasingly Diverse Population
- A Mismatch Between Home and School Culture
- Cultural Differences and Discussion
- Topic-Centered Discourse and Associative Discourse
- Culturally Congruent Teaching
- Asian Americans
- Native Americans
- African Americans
- Latino
- Summary
- Enhancing Discussion-Based Teaching for CLD Students
- Building Relationships
- Cooperative Learning
- Connecting with Previous Experience
- Preparation
- Provide Visuals
- Use Guarded Vocabulary
- Teach Strategies
- Allow Use of their Native Language
- Providing Individual Support
- Listen Mindfully
- Remain Nonjudgmental
- Search for Differences
- Probe Initial Responses
- Help Others Search for Differences
- What Teachers Need to Know
- Application Discussion
- Activities
- Study Group Activity
- eight The Bow Tie
- Framing Discussion
- Activity Modification: Changing a Closed Discourse to an Open Discourse
- Closed Activity
- Open Activity
- Framing Discussion
- Conceptual Discussion
- Application Discussion
- Conclusion
- Introduction
- The Basis for the Bow Tie
- Overview of the Bow Tie
- Using the Bow Tie to Create New Discussions
- What Teachers Need to Know
- Application Discussion
- Activities
- Study Group Activities
- Framing Discussion
- Description of Lesson/Unit
- Current Discourse: Participant Framework
- Restructuring Plan for More Open Discourse
- Expected Discourse
- Introduction
- Preparation and Group Work for Framing Discussions
- Providing Individual Help during the Framing Discussion
- Accountability Strategies for the Framing Discussion
- Discourse Moves Associated with the Framing Discussion
- Framing Discussion Example
- Preparation and Group Work
- Accountability Strategies
- Discourse Moves for Framing Discussions
- What the Teacher Needs to Know
- Application Discussion
- Activities
- Study Group Activities
- Framing Discussion
- Nature of Activity/Discussion
- Current Classroom Discourse Related to this Activity
- Restructuring of Activity
- Reflection
- Introduction
- Preparation and Group Work for the Conceptual Discussion
- Providing Individual Help During the Conceptual Discussion
- Accountability Strategies for the Conceptual Discussion
- Discourse Moves Associated with the Conceptual Discussion
- Conceptual Discussion Example
- Preparation and Group Work
- Accountability Strategies
- Discourse Moves
- What the Teacher Needs to Know
- Application Discussion
- Activities
- Study Group Activities
- Framing Discussion
- Setting
- Participants
- Purpose and Desired Outcome
- Assessment of Student Discourse
- Reflection
- Introduction
- Preparation and Group Work for Application Discussions
- Providing Individual Help
- Accountability Strategies for the Application Discussion
- Discourse Moves Associated with the Application Discussion
- Application Discussion Example
- Preparation and Group Work
- Accountability Strategies
- Discourse Moves
- What Teachers Need to Know
- Application Discussion
- Activities
- Study Group Activities
- twelve Collaborating in a Teacher Study Group
- Framing Discussion
- Introduction
- Benefits of Audio and Videotaping
- Limitations of Videotaping
- Collecting Videotapes
- Transcribing the Tapes
- Forming the Teacher Study Group
- Managing Time
- Establishing Group Norms
- Reducing Risk
- Structuring the Discussion
- Background Information
- Observations
- Interpretations
- Design a Plan
- Facilitating the Discussion
- Asking Good Questions
- What Teachers Need to Know
- Application Discussion
- Time
- Participation
- Focus
- Activities
- Study Group Activities
- Introduction
- Chapter 1
- Chapter 2
- Chapter 3
- Chapter 4
- Chapter 5
- Chapter 6
- Chapter 7
- Chapter 8
- Chapter 12
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- Gerð : 208
- Höfundur : 5759
- Útgáfuár : 2007
- Leyfi : 379