Active Lessons for Active Brains - James, Abigail Norfleet; Allison, Sandra Boyd; McKenzie, Caitlin Zimmerman
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What to do when their feet just can't keep still Capture students' attention with less talk and more action. The authors follow the best-selling Teaching the Male Brain andTeaching the Female Brain with this collection of mathematics, language arts, science, and classroom management strategies. Applicable to male and female active learners, the research-based text provides a wealth of examples, visuals, and material that can be easily reproduced to address experiential learners' common challenges. The many benefits include: * Increased student engagement * Improved retention of subject matter…mehr

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Produktbeschreibung
What to do when their feet just can't keep still Capture students' attention with less talk and more action. The authors follow the best-selling Teaching the Male Brain andTeaching the Female Brain with this collection of mathematics, language arts, science, and classroom management strategies. Applicable to male and female active learners, the research-based text provides a wealth of examples, visuals, and material that can be easily reproduced to address experiential learners' common challenges. The many benefits include: * Increased student engagement * Improved retention of subject matter * Enhanced capacity to focus on tasks * A more orderly classroom
Autorenporträt
Abigail Norfleet James taught for many years in single-sex schools and consults on the subject of gendered teaching to school systems, colleges, and universities. Her area of expertise is developmental and educational psychology as applied to the gendered classroom. Prior to obtaining her doctorate from the University of Virginia's Curry School of Education, she taught general science, biology, and psychology in both boys' and girls' schools. Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single-sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs. In addition, she has written on differentiated instruction at the elementary school level. She has presented workshops and papers at many educational conferences and works with teachers and parent groups in interpreting the world of gendered education. Her professional affiliations include the American Educational Research Association, the American Psychological Association, the Association for Supervision and Curriculum Development, the Coalition of Schools Educating Boys of Color, the Gender and Education Association, the International Boys' Schools Coalition, and the National Association for Single-Sex Public Education (Advisory Board Member).