Coverart for item
The Resource Mindful learning : 101 proven strategies for student and teacher success, Linda Campbell

Mindful learning : 101 proven strategies for student and teacher success, Linda Campbell

Label
Mindful learning : 101 proven strategies for student and teacher success
Title
Mindful learning
Title remainder
101 proven strategies for student and teacher success
Statement of responsibility
Linda Campbell
Creator
Subject
Genre
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorDate
1948-2003
http://library.link/vocab/creatorName
Campbell, Linda
Dewey number
371.102
Illustrations
illustrations
Index
index present
LC call number
LB1025.3
LC item number
.C34 2003
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/subjectName
  • Effective teaching
  • Cognitive styles in children
  • Individual differences in children
  • Learning strategies
Label
Mindful learning : 101 proven strategies for student and teacher success, Linda Campbell
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Introduction -- The new science of learning -- Best practices -- What this book includes -- The question this book answers -- 1. Beginning with what students know : activating prior knowledge -- What role does background knowledge play in learning? -- What do research studies show -- About activating prior knowledge? -- #1 : the known and the unknown -- #2 : things I know, think I know, want to know -- #3 : what I know, want to know, and learned -- #4 : getting organized graphically -- #5 : visual sequencing -- #6 : visualizing cause and effect -- #7 : seeing similarities and differences -- #8 : the whole and its parts -- #9 : speaking categorically -- #10 : commonly shared prior experiences -- #11 : charting a colorful course -- #12 : asking the right questions -- #13 : guided anticipation -- #14 : thinking out loud -- #15 : using prior knowledge before, during, and after a lesson -- Suggested readings for further information
  • 2. Active learning : an essential classroom ingredient -- Why is active learning important? -- What does the research show about active learning? -- Active learning in the classroom -- #16 : getting the big idea with cue cards -- #17 : getting the big idea : visual report writing -- #18 : visual story mapping -- #19 : visually tracking a classroom unit -- #20 : linguistically intelligent learning -- #21 : guided listening -- #22 : mathematically intelligent learning -- #23 : real-life mathematical problem solving -- #24 : kinesthetically intelligent learning -- #25 : jigsaw cards and puzzles -- #26 : visually intelligent learning -- #27 : making a geography game -- #28 : musically intelligent learning -- #29 : musically inspired creative writing -- #30 : interpersonally intelligent learning -- #31 : mass media's messages -- #32 : intrapersonally intelligent learning -- #33 : tapping student interests with projects -- #34 : naturalistically intelligent learning -- #35 : it's classified! -- #36 : vocabulary word savvy -- #37 : tracking progress with words -- #38 : improving reading comprehension -- #39 : reading nonfiction texts -- #40 : a day's dose of division -- #41 : estimation explanations -- #42 : considering diverse perspectives -- #43 : getting historical -- #44 : thinking scientifically -- #45 : conducting scientific inquiry -- Suggested readings for further information
  • 3. Ensuring gender-fair instruction : for female and male students -- The educational advantages and disadvantages of male and female students -- Promoting gender equity in the classroom -- #46 : conducting a personal gender audit -- #47 : seeking student feedback on gender dynamics -- #48 : assessing bias in curricular materials -- #49 : quality questioning -- #50 : using nonsexist language -- #51 : thinking while listening -- #52 : mix and match -- #53 : flash card tag -- #54 : fast-tracking the multiplication facts -- #55 : sequence cards -- #56 : paper plate review -- #57 : headbands -- #58 : a word toolkit -- #59 :bite-size reading -- #60 : reading across the content areas -- #61 : six tips for tech-savvy girls -- #62 : making math and science girl friendly -- #63 : exploring new roles at school -- #64 : peer support networks -- #65 : gender equity bookmark -- Suggested readings for further information
  • 4. Teaching diverse students : addressing language, class, culture, and ability differences in the classroom -- The diversity of the U.S. educational system -- The diversity of K-12 students in the United States -- Defining racial diversity -- Defining the concept of students with disabilities -- Defining students in poverty -- Defining limited English proficient students -- Implications of student diversity for the classroom -- Teaching special needs students in mainstream classrooms -- Integrating limited English proficient students into mainstream classrooms -- Teaching racially diverse students -- Teaching students in poverty -- Reflecting on teaching in diverse classrooms -- #66 : Leveling lessons -- #67 : multilevel spelling -- #68 : do they get it? : assessing student understanding in inclusive classrooms -- #69 : teaching elementary readers -- #70 : helping struggling intermediate readers -- #71 : teaching reading in the content areas -- #72 : helping struggling adolescent readers -- #73 : using tutors to increase reading achievement -- #74 : an extra net : using Web sites to support the needs of diverse learners -- #75 : engaging the gifted -- #76 : helping new and incoming students -- #77 : meeting the needs of preliterate English language learner students -- #78 : using English effectively with English language learners -- #79 : geometric collaboration -- #80 : collaborative note taking -- #81 : teaching standard English in the multicultural classroom -- #82 : high-performing teachers of high-poverty students -- #83 : reducing prejudice by increasing critical thinking -- #84 : multicultural math -- #85 : multicultural literature -- Suggested readings for further information
  • 5. Assessing student performance -- Defining assessment terms -- What does the research say about using assessment to improve teaching and learning? -- Using performance assessment in the classroom -- #86 : it's not business as usual : planning for assessment -- #87 : beginning with the end in mind -- #88 : taking stock : student self-assessment -- #89 : collaborative-assessment conferences -- #90 : test-taking matters -- #91 : test-taking rules for students -- #92 : getting to know you : entry interviews -- #93 : saying goodbye : exit interviews -- #94 : taking note with anecdotal records -- #95 : making rubrics -- #96 : assessing orally -- #97 : observation logs -- #98 : checking their lists : student checklists -- #99 : learning logs -- #100 : assessing nontraditional results -- #101 : scheduling assessment -- Suggested readings for further information -- 6. Some concluding thoughts
Control code
50323047
Dimensions
29 cm
Extent
xi, 180 pages
Isbn
9780761945727
Isbn Type
(pbk.)
Lccn
2002012368
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
Label
Mindful learning : 101 proven strategies for student and teacher success, Linda Campbell
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Introduction -- The new science of learning -- Best practices -- What this book includes -- The question this book answers -- 1. Beginning with what students know : activating prior knowledge -- What role does background knowledge play in learning? -- What do research studies show -- About activating prior knowledge? -- #1 : the known and the unknown -- #2 : things I know, think I know, want to know -- #3 : what I know, want to know, and learned -- #4 : getting organized graphically -- #5 : visual sequencing -- #6 : visualizing cause and effect -- #7 : seeing similarities and differences -- #8 : the whole and its parts -- #9 : speaking categorically -- #10 : commonly shared prior experiences -- #11 : charting a colorful course -- #12 : asking the right questions -- #13 : guided anticipation -- #14 : thinking out loud -- #15 : using prior knowledge before, during, and after a lesson -- Suggested readings for further information
  • 2. Active learning : an essential classroom ingredient -- Why is active learning important? -- What does the research show about active learning? -- Active learning in the classroom -- #16 : getting the big idea with cue cards -- #17 : getting the big idea : visual report writing -- #18 : visual story mapping -- #19 : visually tracking a classroom unit -- #20 : linguistically intelligent learning -- #21 : guided listening -- #22 : mathematically intelligent learning -- #23 : real-life mathematical problem solving -- #24 : kinesthetically intelligent learning -- #25 : jigsaw cards and puzzles -- #26 : visually intelligent learning -- #27 : making a geography game -- #28 : musically intelligent learning -- #29 : musically inspired creative writing -- #30 : interpersonally intelligent learning -- #31 : mass media's messages -- #32 : intrapersonally intelligent learning -- #33 : tapping student interests with projects -- #34 : naturalistically intelligent learning -- #35 : it's classified! -- #36 : vocabulary word savvy -- #37 : tracking progress with words -- #38 : improving reading comprehension -- #39 : reading nonfiction texts -- #40 : a day's dose of division -- #41 : estimation explanations -- #42 : considering diverse perspectives -- #43 : getting historical -- #44 : thinking scientifically -- #45 : conducting scientific inquiry -- Suggested readings for further information
  • 3. Ensuring gender-fair instruction : for female and male students -- The educational advantages and disadvantages of male and female students -- Promoting gender equity in the classroom -- #46 : conducting a personal gender audit -- #47 : seeking student feedback on gender dynamics -- #48 : assessing bias in curricular materials -- #49 : quality questioning -- #50 : using nonsexist language -- #51 : thinking while listening -- #52 : mix and match -- #53 : flash card tag -- #54 : fast-tracking the multiplication facts -- #55 : sequence cards -- #56 : paper plate review -- #57 : headbands -- #58 : a word toolkit -- #59 :bite-size reading -- #60 : reading across the content areas -- #61 : six tips for tech-savvy girls -- #62 : making math and science girl friendly -- #63 : exploring new roles at school -- #64 : peer support networks -- #65 : gender equity bookmark -- Suggested readings for further information
  • 4. Teaching diverse students : addressing language, class, culture, and ability differences in the classroom -- The diversity of the U.S. educational system -- The diversity of K-12 students in the United States -- Defining racial diversity -- Defining the concept of students with disabilities -- Defining students in poverty -- Defining limited English proficient students -- Implications of student diversity for the classroom -- Teaching special needs students in mainstream classrooms -- Integrating limited English proficient students into mainstream classrooms -- Teaching racially diverse students -- Teaching students in poverty -- Reflecting on teaching in diverse classrooms -- #66 : Leveling lessons -- #67 : multilevel spelling -- #68 : do they get it? : assessing student understanding in inclusive classrooms -- #69 : teaching elementary readers -- #70 : helping struggling intermediate readers -- #71 : teaching reading in the content areas -- #72 : helping struggling adolescent readers -- #73 : using tutors to increase reading achievement -- #74 : an extra net : using Web sites to support the needs of diverse learners -- #75 : engaging the gifted -- #76 : helping new and incoming students -- #77 : meeting the needs of preliterate English language learner students -- #78 : using English effectively with English language learners -- #79 : geometric collaboration -- #80 : collaborative note taking -- #81 : teaching standard English in the multicultural classroom -- #82 : high-performing teachers of high-poverty students -- #83 : reducing prejudice by increasing critical thinking -- #84 : multicultural math -- #85 : multicultural literature -- Suggested readings for further information
  • 5. Assessing student performance -- Defining assessment terms -- What does the research say about using assessment to improve teaching and learning? -- Using performance assessment in the classroom -- #86 : it's not business as usual : planning for assessment -- #87 : beginning with the end in mind -- #88 : taking stock : student self-assessment -- #89 : collaborative-assessment conferences -- #90 : test-taking matters -- #91 : test-taking rules for students -- #92 : getting to know you : entry interviews -- #93 : saying goodbye : exit interviews -- #94 : taking note with anecdotal records -- #95 : making rubrics -- #96 : assessing orally -- #97 : observation logs -- #98 : checking their lists : student checklists -- #99 : learning logs -- #100 : assessing nontraditional results -- #101 : scheduling assessment -- Suggested readings for further information -- 6. Some concluding thoughts
Control code
50323047
Dimensions
29 cm
Extent
xi, 180 pages
Isbn
9780761945727
Isbn Type
(pbk.)
Lccn
2002012368
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations

Library Locations

    • Ellis LibraryBorrow it
      1020 Lowry Street, Columbia, MO, 65201, US
      38.944491 -92.326012
Processing Feedback ...