figure 1.1
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PowerPoint Slides to Accompany Instructional Strategies for Middle and High School, 2e by Bruce Larson and Timothy Keiper. Figure 1.1. Intrinsic motivation and “flow.”. Figure 1.2. The learning cycle in differentiated instruction. Table 1.1 Immigration and your students. Figure 2.1. - PowerPoint PPT PresentationTRANSCRIPT
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PowerPoint Slides to Accompany Instructional Strategies for Middle and
High School, 2e by Bruce Larson and
Timothy Keiper
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Figure 1.1Intrinsic motivation and “flow.”
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Figure 1.2The learning cycle in differentiated instruction.
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Table 1.1Immigration and your students.
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Figure 2.1Linking life, education, school
LIFE
EDUCATION
SCHOOL
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Figure 2.2Curriculum and stake holders
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Figure 3.1Goals, long-term targets, and short-term targets
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Figure 3.2Updating Bloom’s taxanomy
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Table 3.1Recent assessment trends
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Table 3.2Comparing five assessments
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Table 3.3Presentation rubric
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Figure 4.1Schwab’s four commonplaces
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Figure 4.2Planning for improving future lessons
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Chapter 5: Lecture/Interactive PresentationWhere lecture falls on the continuum of teacher-centered vs. student-centered learning
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Figure 5.1Sample “outline web” of main ideas
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Chapter 6: QuestioningWhere questioning falls on the continuum of teacher-centered vs. student-centered learning
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Figure 6.1Question construction wheel
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Figure 6.2Example of a student map created during a Socratic seminar (from one of Bruce Mansfield’s students)
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Chapter 7: Concept FormationWhere concept formation falls on the continuum of teacher-centered vs. student-centered learning
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Figure 7.1Different levels of learning
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Table 7.2Charting concepts: fruit
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Table 7.3Charting word formations for concepts
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Chapter 8: Cooperative LearningWhere concept formation falls on the continuum of teacher-centered vs. student-centered learning
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Table 8.1T-chart for “working together in a group”
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Box 8.1Group and self evaluation
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Box 8.2Group biography planning sheet
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Chapter 9: Simulations, Role-Play, and DramatizationWhere concept formation falls on the continuum of teacher-centered vs. student-centered learning
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Table 9.1Appropriate terms for simulations
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Box 9.1Simulation score sheet
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Table 9.2Persuasive paper rubric
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Chapter 10: Discussion and DebateWhere discussion and debate fall on the continuum of teacher-centered vs. student-centered learning
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Figure 10.1Future’s wheel brainstorm web
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Figure 10.2Diagram of a fishbowl discussion seating arrangement
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Figure 10.3Screenshot of threaded discussion
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Table 10.1Clipboard checklist for classroom discussions
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Figure 10.4Discussion rating scale
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Chapter 11: Student-Directed InvestigationWhere student-directed investigation falls on the continuum of teacher-centered vs. student-centered learning
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Figure 11.1Stages of the inquiry process
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Table 11.1Analytic rubric for making a brochure
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