Focused Lesson Planning: Helping Teachers Examine and Develop Their Own Mindset
Autor Urban Fraefelen Limba Engleză Paperback – 24 iul 2023
Thanks to numerous suggestions for learning activities, this book is suitable for independent work through,but it can also be used with profit by teacher educators and cooperating teachers.
| Toate formatele și edițiile | Preț | Express |
|---|---|---|
| Paperback (1) | 135.36 lei 6-8 săpt. | |
| Bloomsbury Publishing – 24 iul 2023 | 135.36 lei 6-8 săpt. | |
| Hardback (1) | 441.09 lei 6-8 săpt. | |
| Bloomsbury Publishing – 23 iul 2023 | 441.09 lei 6-8 săpt. |
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Specificații
ISBN-13: 9781475869101
ISBN-10: 147586910X
Pagini: 140
Ilustrații: 11 b/w illustrations; 6 tables; 24 textboxes
Dimensiuni: 154 x 220 x 11 mm
Greutate: 0.21 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
ISBN-10: 147586910X
Pagini: 140
Ilustrații: 11 b/w illustrations; 6 tables; 24 textboxes
Dimensiuni: 154 x 220 x 11 mm
Greutate: 0.21 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
Cuprins
Foreword
Preface
Chapter 1: The approach in brief
Chapter 2: The primacy of impact and the wisdom of practitioners
Chapter 3: Rethinking conventions of lesson planning
Chapter 4: The key principle of planning units "backward"
Chapter 5: Planning a unit
Chapter 6: Planning a lesson "backward"
Chapter 7: Planning lessons by and with student teachers
Chapter 8: What goals for units? What expected results? What tasks?
Chapter 9: From unit to lesson: Two goals per lesson, and assessment
Chapter 10: More on assessment
Epilogue: What is the plan?
References
Preface
Chapter 1: The approach in brief
Chapter 2: The primacy of impact and the wisdom of practitioners
Chapter 3: Rethinking conventions of lesson planning
Chapter 4: The key principle of planning units "backward"
Chapter 5: Planning a unit
Chapter 6: Planning a lesson "backward"
Chapter 7: Planning lessons by and with student teachers
Chapter 8: What goals for units? What expected results? What tasks?
Chapter 9: From unit to lesson: Two goals per lesson, and assessment
Chapter 10: More on assessment
Epilogue: What is the plan?
References
Recenzii
Professor Fraefel has created a text that is of great service to the teacher education community. He carefully explains the processes involved in having novices "backward plan" their lessons to foster thoughtful and engaging student understanding in lessons that are aligned with Standards. His vision of teaching sees planning for learning as a realistic and holistic experience that focuses on student-generated ideas and which calls for flexibility, openness and continued reflection. Its workbook nature directly integrates readers into its narrative and promotes their development and growth in a friendly, nurturing and upbeat manner.
The importance of this book on planning is the thorough detailing of all aspects of backward planning such that coaches in field-based programs can demonstrate to student teachers that planning is not a time-stealing process, but rather a way to centralize student involvement and to know to what extent their teaching has been successful. Professor Fraefel's book lays out a way forward to tie the campus and field experiences together. No teacher educator who takes the author's concern and remedy seriously will neglect planning as a central aspect of student teaching.
When planning lessons, teachers are asking themselves: How can I proceed in planning so that interest in learning is maintained, that students achieve the goals, that they make progress in a subject area, understand something more deeply, and perform well? To do just that, Urban Fraefel's book provides helpful and sound concepts and an elaborate procedural logic for planning instruction.
The importance of this book on planning is the thorough detailing of all aspects of backward planning such that coaches in field-based programs can demonstrate to student teachers that planning is not a time-stealing process, but rather a way to centralize student involvement and to know to what extent their teaching has been successful. Professor Fraefel's book lays out a way forward to tie the campus and field experiences together. No teacher educator who takes the author's concern and remedy seriously will neglect planning as a central aspect of student teaching.
When planning lessons, teachers are asking themselves: How can I proceed in planning so that interest in learning is maintained, that students achieve the goals, that they make progress in a subject area, understand something more deeply, and perform well? To do just that, Urban Fraefel's book provides helpful and sound concepts and an elaborate procedural logic for planning instruction.