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Teach Like a Champion Field Guide - Doug Lemov
book is out-of-stock
(*)
Doug Lemov:

Teach Like a Champion Field Guide - new book

ISBN: 9781118218600

ID: 9781118218600

A Practical Resource to Make the 49 Techniques Your Own InhaltsangabeDVD Contents xiiiAcknowledgments xviiThe Author xviiiAbout Uncommon Schools xixIntroduction 1A Map of the 49 Techniques 8Section 1 Setting High Academic ExpectationsTechnique 1 NO OPT OUT 11Turn & #8216 & #8216 I don& #8217 t know& #8217 & #8217 into a success by helping students who won& #8217 t try or can& #8217 t succeed practice getting it right (and being accountable for trying).Technique 2 RIGHT IS RIGHT 22When you respond to answers in class, hold out for answers that are & #8216 & #8216 all-the-way right& #8217 & #8217 or all the way to your standards of rigor.Technique 3 STRETCH IT 37Reward & #8216 & #8216 right& #8217 & #8217 answers with follow-up questions that test for reliability, challenge students, and extend knowledge.Technique 4 FORMAT MATTERS 52Help your students to & #8216 & #8216 format& #8217 & #8217 responses to your questions grammatically, in complete sentences, audibly, and according to other worthy criteria.Technique 5 WITHOUT APOLOGY 65Get beyond labeling what students need to learn as & #8216 & #8216 boring,& #8217 & #8217 out of your control, or too remote or hard for them. Keep it rigorous, not watered down.Section 2 Planning That Ensures High Academic AchievementTechnique 6 BEGIN WITH THE END 73Progress from unit planning to lesson planning. Define the objective, decide how you& #8217 ll assess it, and then choose appropriate lesson activities.Technique 7 4 MS 82There are four criteria for an effective lesson plan objective: Manageable, Measurable, Made first, and Most important.Technique 8 POST IT 89Display your lesson objective where everyone can see it and identify your purpose.Technique 9 SHORTEST PATH 92In planning lessons, find the most direct and effective route by which students can reach a goal.Technique 10 DOUBLE PLAN 97As you plan a lesson, plan what students will be doing at each point in class.Technique 11 DRAW THE MAP 103Consciously design and control the physical environment in which you teach, including seating arrangements.Section 3 Structuring and Delivering Your LessonsTechnique 12 THE HOOK 110Introduce material to your class in a captivating, inspiring, and exciting way.Technique 13 NAME THE STEPS 114Break down complex tasks into steps that form a path for student mastery.Technique 14 BOARD = PAPER 121This is a method by which a teacher models and shapes how students should take notes in order to capture information he or she presents.Technique 15 CIRCULATE 125Move strategically around the room during all parts of the lesson.Technique 16 BREAK IT DOWN 134When a student makes an error, provide just enough help to allow her to & #8216 & #8216 solve& #8217 & #8217 as much of the original problem as she can.Technique 17 RATIO 148In some classrooms, teachers do nearly all of the cognitive work. The aim of Ratio is for students to do progressively more of it themselves.Technique 18 CHECK FOR UNDERSTANDING 163While you teach, constantly assess what your students understand. Correct misunderstandings as quickly as you can.Technique 19&l it to build energetic, positive engagement and to spread the work around the room.Technique 24 PEPPER 227Pepper is fast-paced cumulative vocal review that builds energy and actively engages the whole class.Technique 25 WAIT TIME 233Allow students time to process before answering. If they aren& #8217 t productive with that time, narrate them toward being more productive.Technique 26 EVERYBODY WRITES 245Prepare your students to engage rigorously by giving them the chance to reflect in writing before you ask them to discuss.Technique 27 VEGAS 251Vegas is the sparkle, the fun that brings students together while progressing toward your learning objective.Section 5 Creating a Strong Classroom Culture StrengthOverview to Section 5THE IMPORTANCE OF ROUTINES 257Strong routines are the backbone of an efficient classroom. And students take pride in knowing how to do things the right way. But getting there is easier said than done. Here& #8217 s what we& #8217 ve learned about the & #8216 & #8216 how& #8217 & #8217 for techniques 28 through 35.Technique 28 ENTRY ROUTINE 261Entry Routine is what students do as soon as they enter the classroom. This technique covers how to make it and other routine tasks automatic to free more time for teaching.Technique 29 DO NOW 267A Do Now is a short activity you have written on the board or placed on students& #8217 desks for them to do as soon as they enter the classroom.Technique 30 TIGHT TRANSITIONS 271Maximize time and energy for learning by instilling tight routines for transitioning from one class activity to another.Technique 31 BINDER CONTROL 281Require students& #8217 notes to live in a binder that you manage actively and protect from loss, damage, or disorganization.Technique 32 SLANT 284SLANT comprises five student behaviors that boost their ability to pay attention: (1) sit up straight, (2) listen, (3) ask and answer questions, (4) nod your head, and (5) track the speaker.Technique 33 ON YOUR MARK 288Everyone in class should be ready at the & #8216 & #8216 starting line& #8217 & #8217 with any needed materials when you begin the class.Technique 34 SEAT SIGNALS 292Teach students to use signals to get permission to attend to necessary business (bathroom, pencil sharpener, and so on) without distracting the class.Technique 35 PROPS 295Engineer whole-class positive reinforcement for students who demonstrate excellence.Section 6 Setting and Maintaining High Behavioral Strength ExpectationsTechnique 36 100% 300Expect 100% compliance, 100% of the time, 100% of the way. But get it with finesse.Technique 37 WHAT TO DO 319Use specific, concrete, sequential, and observable directions to tell students What to Do, as opposed to what not to do.Technique 38 STRONG VOICE 333Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control.Technique 39 DO IT AGAIN 354Give students more practice when they& #8217 re not up to speed& #8212 not just doing something again but doing it better, striving to do their best.Technique 40 SWEAT THE DETAILS 363Even minor physical details o learning as you go.Technique 47 EMOTIONAL CONSTANCY 426Manage your emotions to consistently promote student learning and achievement.Technique 48 EXPLAIN EVERYTHING 432Help students see the big picture. Let them know how what you and they are doing in the classroom will advance them academically.Technique 49 NORMALIZE ERROR 438Getting it wrong then getting it right is the fundamental process of schooling. Expect it and communicate the normality of that process to students.Index 447How to Use the DVD 459 Teach Like a Champion Field Guide: InhaltsangabeDVD Contents xiiiAcknowledgments xviiThe Author xviiiAbout Uncommon Schools xixIntroduction 1A Map of the 49 Techniques 8Section 1 Setting High Academic ExpectationsTechnique 1 NO OPT OUT 11Turn & #8216 & #8216 I don& #8217 t know& #8217 & #8217 into a success by helping students who won& #8217 t try or can& #8217 t succeed practice getting it right (and being accountable for trying).Technique 2 RIGHT IS RIGHT 22When you respond to answers in class, hold out for answers that are & #8216 & #8216 all-the-way right& #8217 & #8217 or all the way to your standards of rigor.Technique 3 STRETCH IT 37Reward & #8216 & #8216 right& #8217 & #8217 answers with follow-up questions that test for reliability, challenge students, and extend knowledge.Technique 4 FORMAT MATTERS 52Help your students to & #8216 & #8216 format& #8217 & #8217 responses to your questions grammatically, in complete sentences, audibly, and according to other worthy criteria.Technique 5 WITHOUT APOLOGY 65Get beyond labeling what students need to learn as & #8216 & #8216 boring,& #8217 & #8217 out of your control, or too remote or hard for them. Keep it rigorous, not watered down.Section 2 Planning That Ensures High Academic AchievementTechnique 6 BEGIN WITH THE END 73Progress from unit planning to lesson planning. Define the objective, decide how you& #8217 ll assess it, and then choose appropriate lesson activities.Technique 7 4 MS 82There are four criteria for an effective lesson plan objective: Manageable, Measurable, Made first, and Most important.Technique 8 POST IT 89Display your lesson objective where everyone can see it and identify your purpose.Technique 9 SHORTEST PATH 92In planning lessons, find the most direct and effective route by which students can reach a goal.Technique 10 DOUBLE PLAN 97As you plan a lesson, plan what students will be doing at each point in class.Technique 11 DRAW THE MAP 103Consciously design and control the physical environment in which you teach, including seating arrangements.Section 3 Structuring and Delivering Your LessonsTechnique 12 THE HOOK 110Introduce material to your class in a captivating, inspiring, and exciting way.Technique 13 NAME THE STEPS 114Break down complex tasks into steps that form a path for student mastery.Technique 14 BOARD = PAPER 121This is a method by which a teacher models and shapes how students should take notes in order to capture information he or she presents.Technique 15 CIRCULATE 125Move strategically around the room during all parts of the lesson.Technique 16 BREAK IT DOWN 134When a student makes an error, provide just enough help to allow her to & #8216 & #8216 solve& #8217 & #8217 as much of the original problem as she can.Technique 17 RATIO 148In some classrooms, teachers do nearly all of the cognitive work. The aim of Ratio is for students to do progressively more of it themselves.Technique 18 CHECK FOR UNDERSTANDING 163While you teach, constantly assess what your students understand. Correct misunderstandings as quickly as you can.Technique 19&l it to build energetic, positive engagement and to spread the work around the room.Technique 24 PEPPER 227Pepper is fast-paced cumulative vocal review that builds energy and actively engages the whole class.Technique 25 WAIT TIME 233Allow students time to process before answering. If they aren& #8217 t productive with that time, narrate them toward being more productive.Technique 26 EVERYBODY WRITES 245Prepare your students to engage rigorously by giving them the chance to reflect in writing before you ask them to discuss.Technique 27 VEGAS 251Vegas is the sparkle, the fun that brings students together while progressing toward your learning objective.Section 5 Creating a Strong Classroom Culture StrengthOverview to Section 5THE IMPORTANCE OF ROUTINES 257Strong routines are the backbone of an efficient classroom. And students take pride in knowing how to do things the right way. But getting there is easier said than done. Here& #8217 s what we& #8217 ve learned about the & #8216 & #8216 how& #8217 & #8217 for techniques 28 through 35.Technique 28 ENTRY ROUTINE 261Entry Routine is what students do as soon as they enter the classroom. This technique covers how to make it and other routine tasks automatic to free more time for teaching.Technique 29 DO NOW 267A Do Now is a short activity you have written on the board or placed on students& #8217 desks for them to do as soon as they enter the classroom.Technique 30 TIGHT TRANSITIONS 271Maximize time and energy for learning by instilling tight routines for transitioning from one class activity to another.Technique 31 BINDER CONTROL 281Require students& #8217 notes to live in a binder that you manage actively and protect from loss, damage, or disorganization.Technique 32 SLANT 284SLANT comprises five student behaviors that boost their ability to pay attention: (1) sit up straight, (2) listen, (3) ask and answer questions, (4) nod your head, and (5) track the speaker.Technique 33 ON YOUR MARK 288Everyone in class should be ready at the & #8216 & #8216 starting line& #8217 & #8217 with any needed materials when you begin the class.Technique 34 SEAT SIGNALS 292Teach students to use signals to get permission to attend to necessary business (bathroom, pencil sharpener, and so on) without distracting the class.Technique 35 PROPS 295Engineer whole-class positive reinforcement for students who demonstrate excellence.Section 6 Setting and Maintaining High Behavioral Strength ExpectationsTechnique 36 100% 300Expect 100% compliance, 100% of the time, 100% of the way. But get it with finesse.Technique 37 WHAT TO DO 319Use specific, concrete, sequential, and observable directions to tell students What to Do, as opposed to what not to do.Technique 38 STRONG VOICE 333Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control.Technique 39 DO IT AGAIN 354Give students more practice when they& #8217 re not up to speed& #8212 not just doing something again but doing it better, striving to do their best.Technique 40 SWEAT THE DETAILS 363Even minor physical details o learning as you go.Technique 47 EMOTIONAL CONSTANCY 426Manage your emotions to consistently promote student learning and achievement.Technique 48 EXPLAIN EVERYTHING 432Help students see the big picture. Let them know how what you and they are doing in the classroom will advance them academically.Technique 49 NORMALIZE ERROR 438Getting it wrong then getting it right is the fundamental process of schooling. Expect it and communicate the normality of that process to students.Index 447How to Use the DVD 459 Allg. Lehrpläne Bildungswesen Curriculum Tools - General Education K-12 K-12 / Lehren u. Lernen K-12 / Lehrerbildung Teacher Education (K-12) Teaching & Learning (K-12), John Wiley & Sons

New book Rheinberg-Buch.de
Ebook, Englisch, Neuware Shipping costs:Ab 20¤ Versandkostenfrei in Deutschland, Sofort lieferbar, DE. (EUR 0.00)
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Teach Like a Champion Field Guide - Doug Lemov
book is out-of-stock
(*)

Doug Lemov:

Teach Like a Champion Field Guide - new book

ISBN: 9781118218600

ID: 9781118218600

A Practical Resource to Make the 49 Techniques Your Own InhaltsangabeDVD Contents xiiiAcknowledgments xviiThe Author xviiiAbout Uncommon Schools xixIntroduction 1A Map of the 49 Techniques 8Section 1 Setting High Academic ExpectationsTechnique 1 NO OPT OUT 11Turn & #8216 & #8216 I don& #8217 t know& #8217 & #8217 into a success by helping students who won& #8217 t try or can& #8217 t succeed practice getting it right (and being accountable for trying).Technique 2 RIGHT IS RIGHT 22When you respond to answers in class, hold out for answers that are & #8216 & #8216 all-the-way right& #8217 & #8217 or all the way to your standards of rigor.Technique 3 STRETCH IT 37Reward & #8216 & #8216 right& #8217 & #8217 answers with follow-up questions that test for reliability, challenge students, and extend knowledge.Technique 4 FORMAT MATTERS 52Help your students to & #8216 & #8216 format& #8217 & #8217 responses to your questions grammatically, in complete sentences, audibly, and according to other worthy criteria.Technique 5 WITHOUT APOLOGY 65Get beyond labeling what students need to learn as & #8216 & #8216 boring,& #8217 & #8217 out of your control, or too remote or hard for them. Keep it rigorous, not watered down.Section 2 Planning That Ensures High Academic AchievementTechnique 6 BEGIN WITH THE END 73Progress from unit planning to lesson planning. Define the objective, decide how you& #8217 ll assess it, and then choose appropriate lesson activities.Technique 7 4 MS 82There are four criteria for an effective lesson plan objective: Manageable, Measurable, Made first, and Most important.Technique 8 POST IT 89Display your lesson objective where everyone can see it and identify your purpose.Technique 9 SHORTEST PATH 92In planning lessons, find the most direct and effective route by which students can reach a goal.Technique 10 DOUBLE PLAN 97As you plan a lesson, plan what students will be doing at each point in class.Technique 11 DRAW THE MAP 103Consciously design and control the physical environment in which you teach, including seating arrangements.Section 3 Structuring and Delivering Your LessonsTechnique 12 THE HOOK 110Introduce material to your class in a captivating, inspiring, and exciting way.Technique 13 NAME THE STEPS 114Break down complex tasks into steps that form a path for student mastery.Technique 14 BOARD = PAPER 121This is a method by which a teacher models and shapes how students should take notes in order to capture information he or she presents.Technique 15 CIRCULATE 125Move strategically around the room during all parts of the lesson.Technique 16 BREAK IT DOWN 134When a student makes an error, provide just enough help to allow her to & #8216 & #8216 solve& #8217 & #8217 as much of the original problem as she can.Technique 17 RATIO 148In some classrooms, teachers do nearly all of the cognitive work. The aim of Ratio is for students to do progressively more of it themselves.Technique 18 CHECK FOR UNDERSTANDING 163While you teach, constantly assess what your students understand. Correct misunderstandings as quickly as you can.Technique 19&l it to build energetic, positive engagement and to spread the work around the room.Technique 24 PEPPER 227Pepper is fast-paced cumulative vocal review that builds energy and actively engages the whole class.Technique 25 WAIT TIME 233Allow students time to process before answering. If they aren& #8217 t productive with that time, narrate them toward being more productive.Technique 26 EVERYBODY WRITES 245Prepare your students to engage rigorously by giving them the chance to reflect in writing before you ask them to discuss.Technique 27 VEGAS 251Vegas is the sparkle, the fun that brings students together while progressing toward your learning objective.Section 5 Creating a Strong Classroom Culture StrengthOverview to Section 5THE IMPORTANCE OF ROUTINES 257Strong routines are the backbone of an efficient classroom. And students take pride in knowing how to do things the right way. But getting there is easier said than done. Here& #8217 s what we& #8217 ve learned about the & #8216 & #8216 how& #8217 & #8217 for techniques 28 through 35.Technique 28 ENTRY ROUTINE 261Entry Routine is what students do as soon as they enter the classroom. This technique covers how to make it and other routine tasks automatic to free more time for teaching.Technique 29 DO NOW 267A Do Now is a short activity you have written on the board or placed on students& #8217 desks for them to do as soon as they enter the classroom.Technique 30 TIGHT TRANSITIONS 271Maximize time and energy for learning by instilling tight routines for transitioning from one class activity to another.Technique 31 BINDER CONTROL 281Require students& #8217 notes to live in a binder that you manage actively and protect from loss, damage, or disorganization.Technique 32 SLANT 284SLANT comprises five student behaviors that boost their ability to pay attention: (1) sit up straight, (2) listen, (3) ask and answer questions, (4) nod your head, and (5) track the speaker.Technique 33 ON YOUR MARK 288Everyone in class should be ready at the & #8216 & #8216 starting line& #8217 & #8217 with any needed materials when you begin the class.Technique 34 SEAT SIGNALS 292Teach students to use signals to get permission to attend to necessary business (bathroom, pencil sharpener, and so on) without distracting the class.Technique 35 PROPS 295Engineer whole-class positive reinforcement for students who demonstrate excellence.Section 6 Setting and Maintaining High Behavioral Strength ExpectationsTechnique 36 100% 300Expect 100% compliance, 100% of the time, 100% of the way. But get it with finesse.Technique 37 WHAT TO DO 319Use specific, concrete, sequential, and observable directions to tell students What to Do, as opposed to what not to do.Technique 38 STRONG VOICE 333Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control.Technique 39 DO IT AGAIN 354Give students more practice when they& #8217 re not up to speed& #8212 not just doing something again but doing it better, striving to do their best.Technique 40 SWEAT THE DETAILS 363Even minor physical details o learning as you go.Technique 47 EMOTIONAL CONSTANCY 426Manage your emotions to consistently promote student learning and achievement.Technique 48 EXPLAIN EVERYTHING 432Help students see the big picture. Let them know how what you and they are doing in the classroom will advance them academically.Technique 49 NORMALIZE ERROR 438Getting it wrong then getting it right is the fundamental process of schooling. Expect it and communicate the normality of that process to students.Index 447How to Use the DVD 459 Teach Like a Champion Field Guide: InhaltsangabeDVD Contents xiiiAcknowledgments xviiThe Author xviiiAbout Uncommon Schools xixIntroduction 1A Map of the 49 Techniques 8Section 1 Setting High Academic ExpectationsTechnique 1 NO OPT OUT 11Turn & #8216 & #8216 I don& #8217 t know& #8217 & #8217 into a success by helping students who won& #8217 t try or can& #8217 t succeed practice getting it right (and being accountable for trying).Technique 2 RIGHT IS RIGHT 22When you respond to answers in class, hold out for answers that are & #8216 & #8216 all-the-way right& #8217 & #8217 or all the way to your standards of rigor.Technique 3 STRETCH IT 37Reward & #8216 & #8216 right& #8217 & #8217 answers with follow-up questions that test for reliability, challenge students, and extend knowledge.Technique 4 FORMAT MATTERS 52Help your students to & #8216 & #8216 format& #8217 & #8217 responses to your questions grammatically, in complete sentences, audibly, and according to other worthy criteria.Technique 5 WITHOUT APOLOGY 65Get beyond labeling what students need to learn as & #8216 & #8216 boring,& #8217 & #8217 out of your control, or too remote or hard for them. Keep it rigorous, not watered down.Section 2 Planning That Ensures High Academic AchievementTechnique 6 BEGIN WITH THE END 73Progress from unit planning to lesson planning. Define the objective, decide how you& #8217 ll assess it, and then choose appropriate lesson activities.Technique 7 4 MS 82There are four criteria for an effective lesson plan objective: Manageable, Measurable, Made first, and Most important.Technique 8 POST IT 89Display your lesson objective where everyone can see it and identify your purpose.Technique 9 SHORTEST PATH 92In planning lessons, find the most direct and effective route by which students can reach a goal.Technique 10 DOUBLE PLAN 97As you plan a lesson, plan what students will be doing at each point in class.Technique 11 DRAW THE MAP 103Consciously design and control the physical environment in which you teach, including seating arrangements.Section 3 Structuring and Delivering Your LessonsTechnique 12 THE HOOK 110Introduce material to your class in a captivating, inspiring, and exciting way.Technique 13 NAME THE STEPS 114Break down complex tasks into steps that form a path for student mastery.Technique 14 BOARD = PAPER 121This is a method by which a teacher models and shapes how students should take notes in order to capture information he or she presents.Technique 15 CIRCULATE 125Move strategically around the room during all parts of the lesson.Technique 16 BREAK IT DOWN 134When a student makes an error, provide just enough help to allow her to & #8216 & #8216 solve& #8217 & #8217 as much of the original problem as she can.Technique 17 RATIO 148In some classrooms, teachers do nearly all of the cognitive work. The aim of Ratio is for students to do progressively more of it themselves.Technique 18 CHECK FOR UNDERSTANDING 163While you teach, constantly assess what your students understand. Correct misunderstandings as quickly as you can.Technique 19&l it to build energetic, positive engagement and to spread the work around the room.Technique 24 PEPPER 227Pepper is fast-paced cumulative vocal review that builds energy and actively engages the whole class.Technique 25 WAIT TIME 233Allow students time to process before answering. If they aren& #8217 t productive with that time, narrate them toward being more productive.Technique 26 EVERYBODY WRITES 245Prepare your students to engage rigorously by giving them the chance to reflect in writing before you ask them to discuss.Technique 27 VEGAS 251Vegas is the sparkle, the fun that brings students together while progressing toward your learning objective.Section 5 Creating a Strong Classroom Culture StrengthOverview to Section 5THE IMPORTANCE OF ROUTINES 257Strong routines are the backbone of an efficient classroom. And students take pride in knowing how to do things the right way. But getting there is easier said than done. Here& #8217 s what we& #8217 ve learned about the & #8216 & #8216 how& #8217 & #8217 for techniques 28 through 35.Technique 28 ENTRY ROUTINE 261Entry Routine is what students do as soon as they enter the classroom. This technique covers how to make it and other routine tasks automatic to free more time for teaching.Technique 29 DO NOW 267A Do Now is a short activity you have written on the board or placed on students& #8217 desks for them to do as soon as they enter the classroom.Technique 30 TIGHT TRANSITIONS 271Maximize time and energy for learning by instilling tight routines for transitioning from one class activity to another.Technique 31 BINDER CONTROL 281Require students& #8217 notes to live in a binder that you manage actively and protect from loss, damage, or disorganization.Technique 32 SLANT 284SLANT comprises five student behaviors that boost their ability to pay attention: (1) sit up straight, (2) listen, (3) ask and answer questions, (4) nod your head, and (5) track the speaker.Technique 33 ON YOUR MARK 288Everyone in class should be ready at the & #8216 & #8216 starting line& #8217 & #8217 with any needed materials when you begin the class.Technique 34 SEAT SIGNALS 292Teach students to use signals to get permission to attend to necessary business (bathroom, pencil sharpener, and so on) without distracting the class.Technique 35 PROPS 295Engineer whole-class positive reinforcement for students who demonstrate excellence.Section 6 Setting and Maintaining High Behavioral Strength ExpectationsTechnique 36 100% 300Expect 100% compliance, 100% of the time, 100% of the way. But get it with finesse.Technique 37 WHAT TO DO 319Use specific, concrete, sequential, and observable directions to tell students What to Do, as opposed to what not to do.Technique 38 STRONG VOICE 333Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control.Technique 39 DO IT AGAIN 354Give students more practice when they& #8217 re not up to speed& #8212 not just doing something again but doing it better, striving to do their best.Technique 40 SWEAT THE DETAILS 363Even minor physical details o learning as you go.Technique 47 EMOTIONAL CONSTANCY 426Manage your emotions to consistently promote student learning and achievement.Technique 48 EXPLAIN EVERYTHING 432Help students see the big picture. Let them know how what you and they are doing in the classroom will advance them academically.Technique 49 NORMALIZE ERROR 438Getting it wrong then getting it right is the fundamental process of schooling. Expect it and communicate the normality of that process to students.Index 447How to Use the DVD 459 K-12, John Wiley & Sons

New book Rheinberg-Buch.de
Ebook, Englisch, Neuware Shipping costs:Ab 20¤ Versandkostenfrei in Deutschland, Sofort lieferbar, DE. (EUR 0.00)
Details...
(*) Book out-of-stock means that the book is currently not available at any of the associated platforms we search.
Teach Like a Champion Field Guide - Doug Lemov
book is out-of-stock
(*)
Doug Lemov:
Teach Like a Champion Field Guide - new book

ISBN: 9781118218600

ID: 9781118218600

A Practical Resource to Make the 49 Techniques Your Own The companion to Teach Like a Champion, the book thattook the teaching community by storm In his acclaimed book Teach Like a Champion, Doug Lemov shared49 essential techniques used by excellent teachers. In hiscompanion Field Guide, he further explores those techniques in apractical guide. With the Teach Like a Champion Field Guide,teachers will have an indispensable resource that complements theirclassroom application of Lemov&apos s techniques. The activities aredesigned to accompany the practitioner on the journey to become achampion teacher. The activities span three stages: learning thetechniques, preparing to use the techniques, and actualpractice.In addition to developing and sharpening teaching techniques,the activities provide a proven system for assessing outcomes. Thebook includes thirty new video clips of champion teachers withanalysis from the author. It also includes helpful charts forteachers to track their own progress and to record feedback fromcolleagues. Most importantly, by using the Field Guide, teacherswill be prepared to successfully unlock the talent and skill in alltheir students.A hands-on exploration of 49 techniques that are guaranteed toboost success in the classroomIncludes 30 video clips of champion teachersWritten by Doug Lemov, bestselling author of Teach Like aChampionTeach Like a Champion Field Guide is a must-have workbook forevery teacher, from beginner to veteran. The workbook is also agreat tool for professional development. Teach Like a Champion Field Guide: The companion to Teach Like a Champion, the book thattook the teaching community by storm In his acclaimed book Teach Like a Champion, Doug Lemov shared49 essential techniques used by excellent teachers. In hiscompanion Field Guide, he further explores those techniques in apractical guide. With the Teach Like a Champion Field Guide,teachers will have an indispensable resource that complements theirclassroom application of Lemov&apos s techniques. The activities aredesigned to accompany the practitioner on the journey to become achampion teacher. The activities span three stages: learning thetechniques, preparing to use the techniques, and actualpractice.In addition to developing and sharpening teaching techniques,the activities provide a proven system for assessing outcomes. Thebook includes thirty new video clips of champion teachers withanalysis from the author. It also includes helpful charts forteachers to track their own progress and to record feedback fromcolleagues. Most importantly, by using the Field Guide, teacherswill be prepared to successfully unlock the talent and skill in alltheir students.A hands-on exploration of 49 techniques that are guaranteed toboost success in the classroomIncludes 30 video clips of champion teachersWritten by Doug Lemov, bestselling author of Teach Like aChampionTeach Like a Champion Field Guide is a must-have workbook forevery teacher, from beginner to veteran. The workbook is also agreat tool for professional development. Allg. Lehrpläne Bildungswesen Curriculum Tools - General Education K-12 K-12 / Lehren u. Lernen K-12 / Lehrerbildung Teacher Education (K-12) Teaching & Learning (K-12), John Wiley & Sons

New book Rheinberg-Buch.de
Ebook, Englisch, Neuware Shipping costs:Ab 20¤ Versandkostenfrei in Deutschland, Sofort lieferbar, DE. (EUR 0.00)
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Teach Like a Champion Field Guide (eBook, ePUB) - Lemov, Doug
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Lemov, Doug:
Teach Like a Champion Field Guide (eBook, ePUB) - new book

ISBN: 9781118218600

ID: 72b92dfcab5ee4438c4cbb0ec4813932

The companion to Teach Like a Champion, the book thattook the teaching community by stormIn his acclaimed book Teach Like a Champion, Doug Lemov shared49 essential techniques used by excellent teachers. In hiscompanion Field Guide, he further explores those techniques in apractical guide. With the Teach Like a Champion Field Guide,teachers will have an indispensable resource that complements theirclassroom application of Lemov's techniques. The activities aredesigned to accompany the practitioner on the journey to become achampion teacher. The activities span three stages: learning thetechniques, preparing to use the techniques, and actualpractice.In addition to developing and sharpening teaching techniques,the activities provide a proven system for assessing outcomes. Thebook includes thirty new video clips of champion teachers withanalysis from the author. It also includes helpful charts forteachers to track their own progress and to record feedback fromcolleagues. Most importantly, by using the Field Guide, teacherswill be prepared to successfully unlock the talent and skill in alltheir students.* A hands-on exploration of 49 techniques that are guaranteed toboost success in the classroom* Includes 30 video clips of champion teachers* Written by Doug Lemov, bestselling author of Teach Like aChampionTeach Like a Champion Field Guide is a must-have workbook forevery teacher, from beginner to veteran. The workbook is also agreat tool for professional development. E-Book

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Teach Like a Champion Field Guide: A Practical Resource to Make the 49 Techniques Your Own - Doug Lemov
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Doug Lemov:
Teach Like a Champion Field Guide: A Practical Resource to Make the 49 Techniques Your Own - new book

ISBN: 9781118218600

ID: 9781118218600

Teach Like a Champion Field Guide: A Practical Resource to Make the 49 Techniques Your Own Teach-Like-a-Champion-Field-Guide~~Doug-Lemov Education>Education>Classroom Mgt NOOK Book (eBook), Wiley

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Details of the book
Teach Like a Champion Field Guide
Author:

Lemov, Doug

Title:

Teach Like a Champion Field Guide

ISBN:

1118218604

Details of the book - Teach Like a Champion Field Guide


EAN (ISBN-13): 9781118218600
ISBN (ISBN-10): 1118218604
Publishing year: 2011
Publisher: Wiley, J
480 Pages
Language: eng/Englisch

Book in our database since 02.08.2012 00:18:25
Book found last time on 12.09.2016 02:32:50
ISBN/EAN: 1118218604

ISBN - alternate spelling:
1-118-21860-4, 978-1-118-21860-0

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