Teaching Middle Years: Rethinking Curriculum, Pedagogy, And Assessment

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Allen & Unwin, 2005 - Electronic books - 345 pages
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Contents

Part 2 Curriculum Practices for the Middle Years
101
Part 3 Pedagogical Practices for the Middle Years
179
Part 4 Assessment Practices for the Middle Years
269
References
300
Index
339
Back cover
346
Copyright

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Page 121 - mathematical literacy" as an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned, and reflective citizen.
Page 25 - Let us be clear. The main purpose of middle grades education is to promote young adolescents' intellectual development. It is to enable every student to think creatively, to identify and solve meaningful problems, to communicate and work well with others, and to develop the base of factual knowledge and skills that is the essential foundation for these 'higher order
Page 37 - MORE experiential, inductive, hands-on learning MORE active learning in the classroom, with all the attendant noise and movement of students doing, talking, and collaborating MORE emphasis on higher-order thinking; learning a field's key concepts and principles MORE deep study of a smaller number of topics, so that students internalize the field's way of inquiry MORE time devoted to reading whole, original, real books and nonfiction materials MORE responsibility...
Page 167 - Student interest involves student investment and personal commitment. Negotiating the curriculum means deliberately planning to invite students to contribute to, and to modify, the educational program, so that they will have a real investment both in the learning journey and in the outcomes.
Page 315 - Quantitative MRI of the temporal lobe, amygdala, and hippocampus in normal human development: Ages 4-18 years.
Page 322 - Lewis, DA (1997). Development of the prefrontal cortex during adolescence: Insights into vulnerable neural circuits in schizophrenia. Neuropsychopharmacology, 16, 385-398.
Page 37 - Reading of real texts: whole books, primary sources and nonfiction materials Responsibility transferred to students for their work: goal setting, record keeping, monitoring, sharing, exhibiting and evaluating Choice for students...
Page 280 - If formative assessment is to be productive. pupils should be trained in self-assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve: 3.
Page 79 - While there exists no universal definition of resilience, the term generally refers to manifested competence in the context of significant challenges to adaptation or development.
Page 33 - Teach a curriculum grounded in rigorous, public academic standards for what students should know and be able to do, relevant to the concerns of adolescents and based on how students learn best.

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