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ocn939263021 |
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OCoLC |
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20240909213021.0 |
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m o d |
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160213s2006 xx o 000 0 eng d |
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|a EBLCP
|b eng
|e pn
|c EBLCP
|d OCLCQ
|d AU@
|d OCLCQ
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| 020 |
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|a 9781412906340
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|a 1412906342
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| 035 |
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|a (OCoLC)939263021
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| 049 |
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|a HCDD
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| 100 |
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|a Hale, Michael S.
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| 245 |
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|a Teacher's Guide to Leading Student-Centered Discussions :
|b Talking About Texts in the Classroom.
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| 260 |
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|a Thousand Oaks :
|b SAGE Publications,
|c 2006.
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| 300 |
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|a 1 online resource (137 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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|a Print version record.
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| 520 |
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|a Engage and enlighten students by skillfully guiding them through thought-provoking classroom discussions using these straightforward strategies.
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|a Cover -- Contents -- Preface -- Acknowledgments -- About the Authors -- Part I -- Getting Started: The Science of Leading Discussions -- Chapter 1 -- The Fundamentals of Facilitating -- Why Have Student-Centered Discussions? -- Essential Ingredients of a Student-Centered, Text-Based Discussion, Aka Seminar -- Text -- Questions -- Participants -- Facilitator -- The Architecture of a Seminar -- Pre-Seminar -- Seminar -- Post-Seminar -- Frequently Asked Questions and Tips for Beginners -- Frequently Asked Questions -- Tips for Beginners -- References -- Part II -- Becoming a Skillful Facilitator: The Art and Magic of Leading Student-Centered Discussions -- Chapter 2 -- Safety -- Recognizing Safety Issues -- Tone of the Discussion -- Atmosphere of Safety and Respect -- Creating a Culture of Inquiry -- The Danger of Sarcasm -- Feedback During a Seminar -- A Climate of Respect -- Chapter 3 -- Authentic Participation -- Recognizing Authentic Participation Issues -- Attention-Seeking Participation -- Text-Focused Participation -- Reflective Activity -- Assessing Pauses in Conversation -- Facilitator is Not the Focus -- Chapter 4 -- Challenge -- Recognizing Challenge Issues -- Assessing Understanding -- Off-Topic Conversation -- Repetitive Ideas and Statements -- Idea-Hopping -- Challenging Ideas -- Chapter 5 -- Ownership -- Recognizing Ownership Issues -- Avoiding Anarchy -- Facilitator Releasing Control -- Student-Driven Discussions -- Chapter 6 -- The Facilitator Decision-Making Model -- Steps of the Decision-Making Process -- Identifying the Issue -- Identifying Possible Causes -- Matching to Primary Fulcrum -- Identifying and Applying Possible Strategies -- Determining Effectiveness of Strategy and Next Steps -- Part III -- Improving Student-Centered Discussions -- Chapter 7 -- Strategies for Ongoing Improvement Across all the Fulcrums -- Reflection.
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|a Seminar Mapping -- Teaching the Fulcrums to Students -- Fishbowl -- Tasks -- Seminar Folders -- Videotape -- Assessment -- Peer Planning -- Peer Coaching -- Case Study -- Chapter 8 -- Strategies for Improving Specific Fulcrums -- Safety Issues: Attacking Personalities -- Seminar Ground Rules -- Assigned Seats -- Yellow Card, Red Card -- Ejection -- Time-Out -- Write before You Talk -- Role-Play -- Stop and Try Again -- Safety Issues: Tiptoeing -- Building Safety Outside the Seminar -- Role-Play -- Have Seminars More Frequently -- Ask the Students -- Authentic Participation Issues: Nonparticipation -- Heads-up Questions -- Pair-Share -- Round-Robin -- Inviting Quiet People to Speak -- Reflective Writing -- Follow-up Writing -- Positive Reinforcement -- Authentic Participation Issues: Superficial Participation -- Connections -- Question Again -- Pair-Share/Write during Seminar -- Silence -- Map Connections -- Challenge Issues: Popcorn -- Where in the Text? -- Ask Follow-up Questions -- Paraphrase and Probe -- Pair-Share/Write during the Seminar -- Challenge Issues: Rosetta Stone -- Pre-Seminar -- A Different Type of Text -- Good Questions -- Ownership Issues: Dictatorship -- Relinquish the Reins -- Self-Assessment -- Wait Time -- Favorite-Text Phenomenon -- Eye Contact -- Ownership Issues: Anarchy -- Don't be Afraid-Drive -- Turn-Taking -- Look around the Circle -- Resource A: Training Guides -- Using the Fulcrums for Professional Development -- Working with Groups of Teachers -- New Facilitators -- Experienced Facilitators -- Working on Your Own/Working with Individual Teachers -- Individual Teachers -- Having Your Students Help in Seminar Development -- Self-Assessing Seminar Using the Fulcrum-Based Seminar Rubric -- Identifying Specific Fulcrum Moments -- Focusing Your Facilitation Based on the Assessment of Prior Seminars.
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| 505 |
8 |
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|a Study Group/Peer Coaching -- Resource B: Reproducibles -- Index.
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| 700 |
1 |
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|a City, Elizabeth A.
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| 776 |
0 |
8 |
|i Print version:
|a Hale, Michael S.
|t Teacher's Guide to Leading Student-Centered Discussions : Talking About Texts in the Classroom.
|d Thousand Oaks : SAGE Publications, ©2006
|z 9781412906340
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=1994270
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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