Springing into Active Learning. 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Dept. of Supervision and Curriculum Development. Association for Supervision and Curriculum Development.;National Education Association of the United States 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Washington, D.C. : Department of Supervision and Curriculum Development, N.E.A., 200846Edition: Description: 24 cm. 38 - 42 p. : illContent type: text Media type: 2 Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Assessment -- Motivation. -- 20 -- Learning | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | L11 .Ed83el | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L11.Ed83el.2008 (Browse shelf) | Available | PER1216A |
ABSTRACT: One of the most persistent barriers to student achievement resides in the collective mindset of the students we teach. Too many students have become compliant workers instead of engaged learners. This is due, in part, to nine misunderstandings about what it means to learn. These include such misconceptions as What the teacher wants me to say is more important than what I want to say, Once I get too far behind, I can never catch up, and Speed is synonymous with intelligence. Students also don't realize that struggle, discomfort, and failure are a necessary part of learning. Teachers need to reflect on such issues with fellow teachers and students to create a compliance-free curriculum. 56
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