This book gives teachers the tools and the teaching strategies to enable their students to become more discriminating consumers of information and misinformation coming at them from the Internet, social media, television and the tabloid press. It is an essential resource, rich in practical suggestions for classroom activities for every grade level.
This book gives teachers the tools and the teaching strategies to enable their students to become more discriminating consumers of information and misinformation coming at them from the Internet, social media, television and the tabloid press. It is an essential resource, rich in practical suggestions for classroom activities for every grade level.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Preface Acknowledgements Introduction Section 1 Chapter 1- What Can Teachers Do? Chapter 2- Shifting Gears in the Curriculum to Emphasize Teaching for Thinking: An Overview A Teaching for Thinking Curriculum Framework To Know, To Understand, and To Know How - Key Steps in Teaching for Thinking An Instructional Design for Teaching for Thinking Chapter 3- Guidelines for Beginning a Teaching for Thinking Program Section 2 Chapter 4- Introduction to Observing Classroom Applications Chapter 5- Introduction to Comparing Classroom Applications Chapter 6- Introduction to Classifying Classroom Applications Chapter 7- Introduction to Suggesting Hypotheses Classroom Applications Chapter 8- Introduction to Searching Out Assumptions Classroom Applications Chapter 9- Introduction to Summarizing Classroom Applications Chapter 10- Introduction to Interpreting Classroom Applications Chapter 11- Introduction to Making Decisions Classroom Applications Chapter 12- Introduction to Designing Projects and Investigations Classroom Applications Chapter 13- Introduction to Creating and Inventing Classroom Applications Chapter 14- Introduction to Evaluating and Assessing Classroom Applications Section 3 Chapter 15- Dealing With Students' Deeply Held Beliefs Classroom Applications Chapter 16- Using Questions and Responses that Promote Further Examination of Issues: The Interactive Dialogue Chapter 17- Evaluating Students' Work But Is It Working? Using Self-Assessments Profiles of Student Behaviors Chapter 18- The Teacher is the Key Bibliography About the Author
Preface Acknowledgements Introduction Section 1 Chapter 1- What Can Teachers Do? Chapter 2- Shifting Gears in the Curriculum to Emphasize Teaching for Thinking: An Overview A Teaching for Thinking Curriculum Framework To Know, To Understand, and To Know How - Key Steps in Teaching for Thinking An Instructional Design for Teaching for Thinking Chapter 3- Guidelines for Beginning a Teaching for Thinking Program Section 2 Chapter 4- Introduction to Observing Classroom Applications Chapter 5- Introduction to Comparing Classroom Applications Chapter 6- Introduction to Classifying Classroom Applications Chapter 7- Introduction to Suggesting Hypotheses Classroom Applications Chapter 8- Introduction to Searching Out Assumptions Classroom Applications Chapter 9- Introduction to Summarizing Classroom Applications Chapter 10- Introduction to Interpreting Classroom Applications Chapter 11- Introduction to Making Decisions Classroom Applications Chapter 12- Introduction to Designing Projects and Investigations Classroom Applications Chapter 13- Introduction to Creating and Inventing Classroom Applications Chapter 14- Introduction to Evaluating and Assessing Classroom Applications Section 3 Chapter 15- Dealing With Students' Deeply Held Beliefs Classroom Applications Chapter 16- Using Questions and Responses that Promote Further Examination of Issues: The Interactive Dialogue Chapter 17- Evaluating Students' Work But Is It Working? Using Self-Assessments Profiles of Student Behaviors Chapter 18- The Teacher is the Key Bibliography About the Author
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