Research-Based Unit and Lesson Planning
Maximizing Student Achievement
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Aims & Objectives, Teaching, Teaching Methods
| Author: | Marie Menna Pagliaro | ISBN: | 9781610484558 |
| Publisher: | R&L Education | Publication: | January 16, 2012 |
| Imprint: | R&L Education | Language: | English |
| Author: | Marie Menna Pagliaro |
| ISBN: | 9781610484558 |
| Publisher: | R&L Education |
| Publication: | January 16, 2012 |
| Imprint: | R&L Education |
| Language: | English |
By integrating the best of current research and practice in curriculum planning this book presents that comprehensive topic in a manageable form. Examples throughout are representative of different grade levels and subjects areas. It should be understood at the outset that the content offered for curriculum planning is not a rigid prescriptive formula but a careful and purposeful thought process that must be considered to obtain optimal results.
In addition to developing knowledge about curriculum and instructional planning (what teachers should know), this book offers an innovative method for translating that knowledge into performance (what teachers are able to do). Knowledge is implemented by the use of coaching rubrics, sets of criteria for developing performance. Though readers will receive a thorough background in the planning process just from the content itself, its potential will be fully realized when readers also use the coaching rubrics.
By integrating the best of current research and practice in curriculum planning this book presents that comprehensive topic in a manageable form. Examples throughout are representative of different grade levels and subjects areas. It should be understood at the outset that the content offered for curriculum planning is not a rigid prescriptive formula but a careful and purposeful thought process that must be considered to obtain optimal results.
In addition to developing knowledge about curriculum and instructional planning (what teachers should know), this book offers an innovative method for translating that knowledge into performance (what teachers are able to do). Knowledge is implemented by the use of coaching rubrics, sets of criteria for developing performance. Though readers will receive a thorough background in the planning process just from the content itself, its potential will be fully realized when readers also use the coaching rubrics.
