Teaching to Learn, Learning to Teach
When the sun comes up and the first quail calls, follow the drinking gourd, For the old man is awaiting for to carry you to free ...
What must students learn on their own to reinforce what we did in this lesson or to in- troduce the next topic (HOMEWORK)?____ ...
While I was in the hospital I discovered that I liked working with children. There were lit- tle kids in the hospital in wheelch ...
the same way. I tell students, “I can be your best friend or your worst enemy—I hope to be your best teacher, but that is up to ...
cooperating teacher for observers and student teachers, a high school assistant principal, and an adjunct assistant professor at ...
birds with one stone and used electives in the New York University doctoral program to take the courses I needed for teacher cer ...
pate in class discussions, but I refuse to intervene to settle disagreements or lecture to them. They have to figure things out ...
they are a small minority. Black people do most of the white collar and blue collar jobs. Black people in the United States have ...
On the second day, the rest of the groups reported and we listed the topics of every arti- cle. After the presentations, student ...
ble, music without notation and scales, or language without grammatical structure. These are fundamental for understanding the e ...
This is my list of Darwin’s main ideas. ·“I view all beings not as special creations, but as the lineal descendants of some few ...
FIG. 3.2 (Continued) B. Regular Lesson Pyramid Try to picture a lesson as a “modified pyramid.” An introductory activity establi ...
FIG. 3.2 (Continued) C. Modified Lesson Pyramid No two classes are alike. Life always manages to intervene in the classroom. If ...
FIG. 3.3 The perfect “brain” storm. In the sample streamlined high school social studies lesson plan on the lives and hopes of e ...
FIG. 3.4 Planning high school-level mini-lessons. Cliches usually contain an element of truth. There is always a first time. Eve ...
FIG. 3.5 Sample high school mini-lessons. SUBJECT: Science/Physics GRADE: High School, 11 or 12 LESSON AIM: Can “something” be b ...
FIG. 3.5 (Continued) SUBJECT: Introductory Italian GRADE: High School, 9 (developed by Maria Tartaro Musacchia) LESSON AIM: Che ...
FIG. 3.5 (Continued) ACTIVITY SHEET: Why does Shakespeare have a witches’ chorus in Macbeth? Do Now: Read the opening scene from ...
FIG. 3.5 (Continued) SUBJECT: Social Studies/Global History GRADE: High School, 9 or 10 LESSON AIM: Can violent revolutions impr ...
This chapter explores supportive teacher–student relationships that are part of a general approach to teaching. Gloria Ladson-Bi ...
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