TY  - BOOK
AU  - Antonetti,John V.
AU  - Garver,James R.
TI  - Effective Classroom Strategies: strategies that engage students, promote active learning, and boost achievement 
SN  - 9789386105912
AV  - LB1025.3 .A55 2015
U1  - 371.102 23
PY  - 2017///
CY  - Alexandria
PB  - Association for Supervision and Curriculum Development (ASCD)
KW  - Teaching
KW  - Active learning
KW  - Motivation in education
KW  - Academic achievement
N1  - Includes bibliographical references (pages 180-181) and index; Chapter 1: Focus on Learning
Chapter 2: How to Use This Book
Chapter 3: Thinking and the Brain
Chapter 4: Learning Targets
Chapter 5: Know Your Learners
Chapter 6: Engagement
Chapter 7: Instructional Strategies
Chapter 8: Differentiation
Chapter 9: Learning Pathways
Chapter 10: Closure
Chapter 11: Reflection
Chapter 12: Putting It All Together
Chapter 13: Final Thoughts
References 
Index
About the Authors
N2  - Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning—and in most classrooms, teachers are working much too hard.
Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They’ve visited more than 17,000 classrooms—examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their levels of thinking and engagement. From this vast set of data, they’ve drawn salient lessons that provide valuable insight into how to smooth the transition from simply planning instruction to designing high-quality student work.
The lessons John and James have learned from their 17,000 (and counting) classroom visits—and which they share in this book­­­—can’t be wrong. Features of the book include stories of successful practice and practical tools ready for immediate classroom application. The authors also provide opportunities for reflection and closure designed to help you consider (or reconsider) your current beliefs and practices. Throughout, you will hear the voices of John and James—and the thousands of students they met—as they provide a map for shifting the dynamic from teaching to learning
ER  -