8 of 10

Mindful learning : 101 proven strategies for student and teacher success / Linda Campbell

Publisher description Table of contents only Contributor biographical information 1 available

Items

true

FVTC General Collection

LB1025.3 C34 2003

Available

Material Type
Book
Author
Campbell, Linda, 1948-
Imprint
Thousand Oaks, Calif. : Corwin Press, c2003.

More Details

Description
xi, 180 p. : ill. ; 29 cm.
Bibliography
Includes bibliographical references and index.
Contents
Introduction -- The new science of learning -- Best practices -- What this book includes -- The question this book answers -- 1. Beginning with what students know : activating prior knowledge -- What role does background knowledge play in learning? -- What do research studies show -- About activating prior knowledge? -- #1 : the known and the unknown -- #2 : things I know, think I know, want to know -- #3 : what I know, want to know, and learned -- #4 : getting organized graphically -- #5 : visual sequencing -- #6 : visualizing cause and effect -- #7 : seeing similarities and differences -- #8 : the whole and its parts -- #9 : speaking categorically -- #10 : commonly shared prior experiences -- #11 : charting a colorful course -- #12 : asking the right questions -- #13 : guided anticipation -- #14 : thinking out loud -- #15 : using prior knowledge before, during, and after a lesson -- Suggested readings for further information --
2. Active learning : an essential classroom ingredient -- Why is active learning important? -- What does the research show about active learning? -- Active learning in the classroom -- #16 : getting the big idea with cue cards -- #17 : getting the big idea : visual report writing -- #18 : visual story mapping -- #19 : visually tracking a classroom unit -- #20 : linguistically intelligent learning -- #21 : guided listening -- #22 : mathematically intelligent learning -- #23 : real-life mathematical problem solving -- #24 : kinesthetically intelligent learning -- #25 : jigsaw cards and puzzles -- #26 : visually intelligent learning -- #27 : making a geography game -- #28 : musically intelligent learning -- #29 : musically inspired creative writing -- #30 : interpersonally intelligent learning -- #31 : mass media's messages -- #32 : intrapersonally intelligent learning -- #33 : tapping student interests with projects -- #34 : naturalistically intelligent learning -- #35 : it's classified! -- #36 : vocabulary word savvy -- #37 : tracking progress with words -- #38 : improving reading comprehension -- #39 : reading nonfiction texts -- #40 : a day's dose of division -- #41 : estimation explanations -- #42 : considering diverse perspectives -- #43 : getting historical -- #44 : thinking scientifically -- #45 : conducting scientific inquiry -- Suggested readings for further information --
3. Ensuring gender-fair instruction : for female and male students -- The educational advantages and disadvantages of male and female students -- Promoting gender equity in the classroom -- #46 : conducting a personal gender audit -- #47 : seeking student feedback on gender dynamics -- #48 : assessing bias in curricular materials -- #49 : quality questioning -- #50 : using nonsexist language -- #51 : thinking while listening -- #52 : mix and match -- #53 : flash card tag -- #54 : fast-tracking the multiplication facts -- #55 : sequence cards -- #56 : paper plate review -- #57 : headbands -- #58 : a word toolkit -- #59 :bite-size reading -- #60 : reading across the content areas -- #61 : six tips for tech-savvy girls -- #62 : making math and science girl friendly -- #63 : exploring new roles at school -- #64 : peer support networks -- #65 : gender equity bookmark -- Suggested readings for further information --
4. Teaching diverse students : addressing language, class, culture, and ability differences in the classroom -- The diversity of the U.S. educational system -- The diversity of K-12 students in the United States -- Defining racial diversity -- Defining the concept of students with disabilities -- Defining students in poverty -- Defining limited English proficient students -- Implications of student diversity for the classroom -- Teaching special needs students in mainstream classrooms -- Integrating limited English proficient students into mainstream classrooms -- Teaching racially diverse students -- Teaching students in poverty -- Reflecting on teaching in diverse classrooms -- #66 : Leveling lessons -- #67 : multilevel spelling -- #68 : do they get it? : assessing student understanding in inclusive classrooms -- #69 : teaching elementary readers -- #70 : helping struggling intermediate readers -- #71 : teaching reading in the content areas -- #72 : helping struggling adolescent readers -- #73 : using tutors to increase reading achievement -- #74 : an extra net : using Web sites to support the needs of diverse learners -- #75 : engaging the gifted -- #76 : helping new and incoming students -- #77 : meeting the needs of preliterate English language learner students -- #78 : using English effectively with English language learners -- #79 : geometric collaboration -- #80 : collaborative note taking -- #81 : teaching standard English in the multicultural classroom -- #82 : high-performing teachers of high-poverty students -- #83 : reducing prejudice by increasing critical thinking -- #84 : multicultural math -- #85 : multicultural literature -- Suggested readings for further information --
5. Assessing student performance -- Defining assessment terms -- What does the research say about using assessment to improve teaching and learning? -- Using performance assessment in the classroom -- #86 : it's not business as usual : planning for assessment -- #87 : beginning with the end in mind -- #88 : taking stock : student self-assessment -- #89 : collaborative-assessment conferences -- #90 : test-taking matters -- #91 : test-taking rules for students -- #92 : getting to know you : entry interviews -- #93 : saying goodbye : exit interviews -- #94 : taking note with anecdotal records -- #95 : making rubrics -- #96 : assessing orally -- #97 : observation logs -- #98 : checking their lists : student checklists -- #99 : learning logs -- #100 : assessing nontraditional results -- #101 : scheduling assessment -- Suggested readings for further information -- 6. Some concluding thoughts.
Local Note
Fox Valley Technical College
Subject
Effective teaching -- United States.
Cognitive styles in children -- United States.
Individual differences in children -- United States.
Learning strategies -- United States.
ISBN
0761945725 (pbk.)
9780761945727 (pbk.)