| Description |
1 online resource |
| Series |
NU Curriculum
|
| Contents |
Cover -- Contents -- Acknowledgments -- About the Author -- Introduction -- Chapter 1 -- Working Toward a Student-Centered Classroom -- Considering Your Instructional Practices -- Developing Student-Led Class Discussions -- The Logistics of Whole-Class, Student-Led Discussions -- Small-Group, Student-Led Discussions -- Building Criteria -- Small-Group Discussion Criteria for a Novel -- From Criteria to Rubrics: Student-Led Assessment Tool -- Sample Criteria for a Reflective Essay -- Student-Generated Reflective Essay Rubric |
|
Other Sample Student-Generated RubricsQuality: Using Members of the School Community -- Other Assessment Tools -- Letter of Evaluation -- Other Informal Evaluations -- Tutors, Teachers, and Collaborators -- Peer Tutoring -- Peer Teaching (Mini Lessons) -- Giving Back to the School and Other Challenge Projects -- Time Management -- Calendars -- Proposals -- Progress Memos -- Outside Reading -- Pacing -- Course Correcting -- Considering Lessons and Lesson Planning -- Chapter 2 -- How to Create a Project -- Where to Find Project Ideas -- Project Ideas |
|
A Sample Research Project to Fit an OccasionLesson Versus Project -- Incorporating Important Language Concepts -- The Design -- Considering the Parameters of Your Project -- Reversing the Process: High Interest First -- Combining Academic and Technical Classes for a Hands-on Project -- Organizing -- Culminating Activities -- Worksheets -- Chapter 3 -- Standards, SCANS, and High-Stakes Testing -- Standards and Projects -- Standards for the English Language Arts, Developed by NCTE and IRA -- High-Stakes Testing -- Chapter 4 -- Adopt a Poet |
|
Teacher InstructionsChoosing a Poet and a Poem -- Promoting Student-Centered Behaviors -- Embedded Mini Lessons -- Keeping a Calendar -- Getting Started -- The Written Analysis -- The Graphic -- Presentation -- Letter of Evaluation -- Student Instructions -- Choose a Poet -- Pick a Poem -- Biographical Information and Influences of People and the Times -- Quote Your Poet -- Concrete Poetry -- Picture of the Poet -- The Written Analysis -- The Graphic -- Annotated Bibliography -- Presentation -- Chapter 5 -- Project Monster |
|
Teacher InstructionsLiterary Monsters -- Abstract Monsters -- Generic Monsters -- Introducing Students to Monsters -- Book Contract -- Keeping a Calendar -- Research Assignments -- Section 1: The Monster -- Section 2: Analysis -- Section 3: More Analysis -- Section 4: Making Other Connections -- Section 5: Essay -- Portfolio -- Presentation -- Introduction -- Body of Presentation -- Student Instructions -- Monsters in Literature -- Abstract Monsters -- Generic Monsters -- Calendar -- Research Assignments -- Section 1: Introduce Your Monster |
| Summary |
Meets NCTE and IRA standards, offers guidelines for using the student-centered approach to literacy instruction, and presents four long-term research projects that encourage teamwork and creativity |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL |
|
Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force. WlAbNL |
|
Online resource; title from PDF title page (EBSCO, viewed August 5, 2015) |
|
digitized 2011 HathiTrust Digital Library committed to preserve pda MiAaHDL |
| Subject |
Language arts (Secondary)
|
|
Student-centered learning.
|
|
LANGUAGE ARTS & DISCIPLINES -- General.
|
|
Language arts (Secondary)
|
|
Student-centered learning
|
| Form |
Electronic book
|
| LC no. |
2006101265 |
| ISBN |
9781452296913 |
|
145229691X |
|
9781452293394 |
|
1452293392 |
|
