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_a168760
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_a(OCoLC)ocm02576039;SER004491
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037 _n
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_bAssociation for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798
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_aDLC
_dNIC;MnMULS;NSDP;InU;DLC;AIP;NSDP;AIP;OCoLC;InU;DNAL;NST;DNAL;DLC;DNAL;NST;DNAL;MH;CU-S;DNLM;OCoLC;CU-S;InU;NLGGC;CaQQL;RPB;NSDP
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_cCtY
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_aEducational Leadership.
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_aSpringing into Active Learning.
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_aWashington, D.C. :
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_bDepartment of Supervision and Curriculum Development, N.E.A.,
_c200846
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_c24 cm.
_a38 - 42 p. :
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_aMonthly.
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_atext
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_aNovember 2008 / volume 66, number 3
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_aABSTRACT: 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.
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_aAssessment
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_zMotivation.
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_aAllison Zmuda.
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_bDept. of Supervision and Curriculum Development.
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_aAssociation for Supervision and Curriculum Development.;National Education Association of the United States.
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_tEducational method;Curriculum journal
_w(OCoLC)6899051.;(DLC)a 41000686;(OCoLC)1565708.
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