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摘要
摘要
As schools struggle to meet the needs of sound byte children, there has emerged a need to identify what those needs are and how to measure their progress. This book explores what are the "best practices" that have emerged from this century and what will they look like in the new millennium. Ten competencies have been developed based on those "best practices." An exploration of the following topics is included: ? A look at "best practices" ? Interpreting best practices through teaching ? A look at the ten competencies and their implications for this generation ? Evaluating teaching based on best practices ? What does beginning, emerging and proficient look like, sound like and feel like The writer has worked with the development and implementation of the competencies in a metropolitan school district for the past two years. The competencies are the framework for the evaluation of teaching and programmes in this school district and are the pivot point for all staff development
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Choice 评论
In just under 79 pages, Tileston explains the importance of an enriched and emotionally supportive climate, a wide repertoire of teaching techniques, the critical element of connections or transfers in learning, the role of memory in making learning more meaningful, motivating and challenging work, collaborative learning, the importance of success for all learners, authentic assessment, and relevance; there is also a chapter on the future and technology in a global work world. The two summary pages, "Putting It All Together," offer closing remarks and comments on restructuring the school the author was involved with and fills out the inventory of 10 best teaching practices. There is nothing new in the roster; this expanded version of 10 best practices has been evident, if not the focus of much of the research literature in teacher education, for decades. Although the title page promises exploration into brain research, learning types and standards define teaching competencies. Tileston only gives a passing nod--when included at all--to these and other complex learning and teaching inquiries. Beyond the compilation of a list, the text has limited value. Not recommended. L. R. Baxter University of Victoria
目录
| Preface |
| About the Author |
| 1 Creating an Enriched and Emotionally Supportive Environment |
| 2 Using a Variety of Teaching Strategies That Address Different Learning Styles |
| 3 Strategies That Help Students Make Connections From Prior Learning and Experiences to New Learning and Across Disciplines |
| 4 Teaching for Long-Term Memory Is a Primary Goal |
| 5 Integrating Higher-Level Thinking Skills Into Learning |
| 6 Collaborative Learning Is an Integral Part of the Classroom |
| 7 Bridging the Gaps Between All Learners, Regardless of Race, Socioeconomic Status, Sex, or Creed |
| 8 Evaluating Learning Through a Variety of Authentic Assessments |
| 9 Promoting Real-World Application of the Learning |
| 10 Seamless Integration of Technology for High-Quality Instruction |
| 11 Putting It All Together |
| References |
| Index |