000			03241cam a22003494i 4500
001			18383175
005			20171231122211.0
008			141121s2015 vaua b 001 0 eng
010			_a 2014042384
020			_a9789386105912
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aLB1025.3 _b.A55 2015
082	0	0	_223 _a371.102 _bANT
100	1		_aAntonetti, John V.
245	1	0	_aEffective Classroom Strategies : _bstrategies that engage students, promote active learning, and boost achievement / _cJohn V. Antonetti & James R. Garver.
246			_a17,000 classroom visits can't be wrong
260			_aAlexandria: _bAssociation for Supervision and Curriculum Development (ASCD), _c2017
260			_aNew Delhi: _bViva Books Private Limited, _c2017.
300			_a188 pages : _billustrations ; _c25 cm
504			_aIncludes bibliographical references (pages 180-181) and index.
505			_aChapter 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
520			_aMost 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.
650		0	_aTeaching. _92724
650		0	_aActive learning.
650		0	_aMotivation in education.
650		0	_aAcademic achievement. _92926
700	1		_aGarver, James R.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cIBDP
999			_c33421 _d33421