Dude, What Choice Do I Have? 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. 70 - 74p. : 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 -- | | -- -- Choice -- -- -- | -- -- -- 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 | PER 1216D |
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| L11.Ed83el.2008 Springing into Active Learning. | L11.Ed83el.2008 Solving Behavior Problems Together. | L11.Ed83el.2008 Learning in Depth. | L11.Ed83el.2008 Dude, What Choice Do I Have? | L11.Ed83el.2008 Rigor Redefined. | L11.Ed83el.2008 Fixing Teacher Evaluation. | L11.Ed83el.2008 Learning from World-Class Schools. |
ABSTRACT: Bigelow and Vokoun, longtime middle school teachers, describe several scenarios in which they offered middle school students choice within classroom structures and routines, ways to meet required standards, and assignments. From asking students to create classroom rules to giving them free rein in reading choices, their experiences reveal that handing learners more control over their own learning is a complex undertaking. School leaders must consider whether students will still master required content. Although many students rise to the challenge of freedom in how to complete their assignments, others take this as an opportunity to do the bare minimum. Teachers must show perseverance, clarity in expectations, and creative guidance to make choice work. 56
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