Teaching Middle Years: Rethinking Curriculum, Pedagogy, And Assessment
Allen & Unwin, 2005 - 368 páginas
A comprehensive introduction to the rapidly growing area of middle schooling in Australia, for teachers, teacher education students and school administrators.
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Teaching Middle Years: Rethinking curriculum, pedagogy and assessment
Donna Pendergast,Nan Bahr
Visualização parcial - 2010
academic achievement amygdala approach areas assessment Australia Bachelor of Education behaviour management brain centimetres challenges chapter characteristics classroom cognitive collaborative collaborative learning concepts construction context critical cultural Deakin University developmental digital texts dopamine effective emotional engage equality of outcomes example experiences focus focuses framework Geoff Hilton goals higher order thinking ideas identify implementation important individual integration interests issues Jackson & Davis knowledge learners levels linked Lisa Hunter literacy mathematics metacognitive middle school curriculum middle school practice middle school reform middle school students middle years students negotiation numeracy order thinking skills organisation outcomes participation pedagogy philosophy of middle physical activity positive problem programs promote Queensland questions reading relationships relevant resilience response sense social strategies student behaviour student learning task teachers and students teaching and learning technologies traditional understanding University of Queensland young adolescents
Página 121 - mathematical literacy" as an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned, and reflective citizen.
Página 25 - Let us be clear. The main purpose of middle grades education is to promote young adolescents' intellectual development. It is to enable every student to think creatively, to identify and solve meaningful problems, to communicate and work well with others, and to develop the base of factual knowledge and skills that is the essential foundation for these 'higher order
Página 37 - MORE experiential, inductive, hands-on learning • MORE active learning in the classroom, with all the attendant noise and movement of students doing, talking, and collaborating • MORE emphasis on higher-order thinking; learning a field's key concepts and principles • MORE deep study of a smaller number of topics, so that students internalize the field's way of inquiry • MORE time devoted to reading whole, original, real books and nonfiction materials • MORE responsibility...
Página 167 - Student interest involves student investment and personal commitment. Negotiating the curriculum means deliberately planning to invite students to contribute to, and to modify, the educational program, so that they will have a real investment both in the learning journey and in the outcomes.
Página 315 - Quantitative MRI of the temporal lobe, amygdala, and hippocampus in normal human development: Ages 4-18 years.
Página 322 - Lewis, DA (1997). Development of the prefrontal cortex during adolescence: Insights into vulnerable neural circuits in schizophrenia. Neuropsychopharmacology, 16, 385-398.
Página 37 - Reading of real texts: whole books, primary sources and nonfiction materials Responsibility transferred to students for their work: goal setting, record keeping, monitoring, sharing, exhibiting and evaluating Choice for students...
Página 280 - If formative assessment is to be productive. pupils should be trained in self-assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve: 3.
Página 79 - While there exists no universal definition of resilience, the term generally refers to manifested competence in the context of significant challenges to adaptation or development.