Helping students take control of their own learning : 279 learner-centered social-emotional strategies for teachers /: 279 learner-centered social-emotional strategies for teachers. (2022)
- Record Type:
- Book
- Title:
- Helping students take control of their own learning : 279 learner-centered social-emotional strategies for teachers /: 279 learner-centered social-emotional strategies for teachers. (2022)
- Main Title:
- Helping students take control of their own learning : 279 learner-centered social-emotional strategies for teachers
- Further Information:
- Note: Don Mesibov and Dan Drmacich.
- Authors:
- Mesibov, Don
Drmacich, Dan - Contents:
- Section One Why Do Schools Need To Change? Chapter 1 Learner-Centered Education (LCE) And Social-Emotional Learning (SEL): You Can’t Have One Without The Other Chapter 2 The Iron Is Hot Chapter 3 Research Supports The Need For Change Chapter 4 Best Practices Are For All Students Chapter 5 Many Students Are Bored And Unmotivated Section Two How Do The Teachers’ And Students’ Roles Change? Chapter 6 It All Starts With The Teacher Chapter 7 Prioritize What Impacts Student Learning Chapter 8 Student Needs, Interests, And Learning Styles Should Be At The Center Of A Lesson Chapter 9 Motivation Is Derived From What Students Find Interesting, Relevant, Or Just Plain Fun Chapter 10 Teachers Are Classroom Coaches Chapter 11 Critical Thinking Is The Main Focus For Student Learning Chapter 12 Advisories, Journaling And Conferencing Are Essential Chapter 13 Music And Art Facilitate Learning In All Disciplines Chapter 14 Students Need A Vision Chapter 15 Introverted (Or Quiet) Children Require Special Strategies Chapter 16 Educators Can Make Use Of Lectures And Be Effective Section Three Is There Room For The Affective Domain? Chapter 17 Content And Social-Emotional Learning Are Compatible Chapter 18 Let All Students Know They Are Liked As Individuals: The Classroom Culture Sends A Message To Students Chapter 19 Teaching Good Citizenship Prepares Students For Life And Raises Student Achievement Chapter 20 More Activities To Start The Year Or To Use Any Time Section Four Do Students FindSection One Why Do Schools Need To Change? Chapter 1 Learner-Centered Education (LCE) And Social-Emotional Learning (SEL): You Can’t Have One Without The Other Chapter 2 The Iron Is Hot Chapter 3 Research Supports The Need For Change Chapter 4 Best Practices Are For All Students Chapter 5 Many Students Are Bored And Unmotivated Section Two How Do The Teachers’ And Students’ Roles Change? Chapter 6 It All Starts With The Teacher Chapter 7 Prioritize What Impacts Student Learning Chapter 8 Student Needs, Interests, And Learning Styles Should Be At The Center Of A Lesson Chapter 9 Motivation Is Derived From What Students Find Interesting, Relevant, Or Just Plain Fun Chapter 10 Teachers Are Classroom Coaches Chapter 11 Critical Thinking Is The Main Focus For Student Learning Chapter 12 Advisories, Journaling And Conferencing Are Essential Chapter 13 Music And Art Facilitate Learning In All Disciplines Chapter 14 Students Need A Vision Chapter 15 Introverted (Or Quiet) Children Require Special Strategies Chapter 16 Educators Can Make Use Of Lectures And Be Effective Section Three Is There Room For The Affective Domain? Chapter 17 Content And Social-Emotional Learning Are Compatible Chapter 18 Let All Students Know They Are Liked As Individuals: The Classroom Culture Sends A Message To Students Chapter 19 Teaching Good Citizenship Prepares Students For Life And Raises Student Achievement Chapter 20 More Activities To Start The Year Or To Use Any Time Section Four Do Students Find School Relevant? Chapter 21 Classroom Tasks Must Be Meaningful And Authentic Chapter 22 9/11 And Covid-19: Opportunities For Student Learning Section Five How Do We Test What Students Should Be Learning? Chapter 23 Assessment Practices Drive Instruction Chapter 24 Standardized Tests Directly Impact What Teachers Teach, What Students Learn, And How Students Learn Section Six What Should All Teachers Understand? Chapter 25 How To Interact With Disruptive Students Chapter 26 Schools Must Be Trauma-Sensitive Chapter 27 Social Justice Is A Critical Element Of Good Citizenship Chapter 28 Addressing Controversial Issues With Civil Discourse Through Effective Use Of Student-Centered Practices Chapter 29 Lessons From Covid-19: Online Instruction And Utilizing Technology Can Support, Not Replace, Good Teaching Chapter 30 Change How Student Progress Is Reported Section Seven Is Meaningful School Reform Possible? Chapter 31 Agents Of Change, Please Step Forward Chapter 32 There Can Be Major School Reform At Minimal Cost Epilogue Opportunities For Students Are Inequitable Appendix A Resources For Advocacies And Journaling Appendix B Resources For Teaching Good Citizenship Appendix C Resources For Teaching Social Justice … (more)
- Edition:
- 1st
- Publisher Details:
- London : Routledge
- Publication Date:
- 2022
- Extent:
- 1 online resource, illustrations (black and white)
- Subjects:
- 371.394
Student-centered learning
Affective education
Activity programs in education - Languages:
- English
- ISBNs:
- 9781000585476
9781000585452
9781003284697 - Related ISBNs:
- 9781032257211
9781032246635 - Notes:
- Note: Description based on CIP data; resource not viewed.
- Access Rights:
- Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
- Access Usage:
- Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.
- View Content:
- Available online (eLD content is only available in our Reading Rooms) ↗
- Physical Locations:
- British Library HMNTS - ELD.DS.694647
- Ingest File:
- 12_025.xml