"This comprehensive book provides the research-based framework, pedagogy, concepts and strategies that are essential for engaging all by creating high school learning communities. Topics discussed include critical indicators of the very different needs of 21st century youth, voices of students themselves, and a consensus of recommendations from the literature and studies, including the National Association of Secondary School Principals (NASSP). Readers will explore the most promising strategy for sustained, substantive school improvement that of building the capacity of school personnel the insiders to function as a collegial learning community, in which teachers collaboratively learn together, tailor curricula to ways in which students of today's world best can learn, support each other in implementation, and reflect together continuously on their own enhanced learning as well as that of their students. Readers will understand why and how the research-based developmental process of Tribes Learning Communities, when implemented well, can transform the culture, structures and pedagogy of the whole high school system particularly one committed to preparing today's students for an entirely different era the Era of Learning." - product description.
Includes plenty of practical, creative strategies that will help all pupils fulfil their potential.
The work presented here is united through the contributors' shared desire to understand and promote educationally productive collaborative work, whilst investigating this in diverse ways, for example with respect to the particular contexts, ...
Learning to Collaborate, Collaborating to Learn
Cooperative Learning in the Mathematics Classroom
Personal and Professional Renewal [microform]: a Study of Relational Learning Among Women Vice-principals
Grade level: 1, 2, 3, 4, 5, 6, 7, p, e, i, t.
İşbirlikli öğrenme el kitabı
McGrath, H. and Noble, T. Different Kids, Same Classroom. Melbourne, Vic: Longman, 1993. McMackin, M.C. and B.S. Siegel. Knowing How: Researching and Writing Non-fiction 3-8. Portland, Maine: Stenhouse Publishers, 2002.
Preface PART 1 - CHOOSING INSTRUCTIONAL STRATEGIES Chapter 1.
From Clunk to Click: Collaborative Strategic Reading