| 000 -LEADER |
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| fixed length control field |
05337cam a22004218i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
19402347 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20210921103235.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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| fixed length control field |
ta |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
161209s2017 nyu 000 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2016047707 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781138668959 (hardback) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781138668966 (pbk.) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
HNU |
| Description conventions |
rda |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1032 |
| Item number |
.V38 2017 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Edition number |
23 |
| Classification number |
371.36 V591 2017 |
| Placement Code |
GC |
| 084 ## - OTHER CLASSIFICATION NUMBER |
|---|
| Classification number |
HS |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Vermette, Paul J., |
| Relator term |
author. |
| 9 (RLIN) |
11641 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Group work that works / |
| Statement of responsibility, etc. |
by Paul J. Vermette and Cynthia L. Kline. |
| 263 ## - PROJECTED PUBLICATION DATE |
|---|
| Projected publication date |
1702 |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
New York, NY, USA ; |
| -- |
London, England, UK : |
| Name of producer, publisher, distributor, manufacturer |
Routledge, Taylor & Francis Group, |
| Date of production, publication, distribution, manufacture, or copyright notice |
©2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxiii, 188 pages ; |
| Dimensions |
26 cm. |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text. |
| Content type code |
text. |
| 490 ## - SERIES STATEMENT |
|---|
| Series statement |
Eye on Education book. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Dedication Meet the Authors Prologue The Real Question: "Why Should You Read this Book?"Introduction and Welcome Why Do We Promote Cooperative Learning and the Dual Objective?Three Important Concepts + 1 Model In Closing Prologue Big Ideas Chapter 1 Well-Structured Cooperative Learning: What? So what?What is Cooperative Learning?Cooperative Learning Outcomes In Closing Chapter One Big Ideas Chapter 2 The Dual Objective Model: How Do We Implement Well-Structured CL?The Dual Objective at Work Frequently Asked Questions (Q&A) about the Dual Objective Model Chapter Two Big Ideas Chapter 3 What Do the Students Do in the CL Groups?Student) Talk: Why Do We Want it in Our Classrooms? Does How Much Matter?Student Talk in Learning Activities: How Do Different Types Matter?Introducing the Affective Component Student Talk: What Are 100 Products Which Students Can Create Together?Examining Lee's Day: Shadowing a Student to "See" Her Talk Using Established Frameworks to Invent Team ActivitiesTeam Self-Assessment (Group Processing)In Closing Chapter Three Big Ideas Chapter 4 How Does the Teacher Build Effective Teams?The Basics of Team Composition Three Pieces of Wisdom In Closing Chapter Four Big Ideas Chapter 5 What Does the Teacher Do While Students Work?"From Well-Meaning and Intuitive to Systematic and Intentional"Understanding "Systematic and Intentional"Student Team-Talk: Considering Interventions and Feedback Two More Applications: Extending Transfer In Closing Chapter Five Big Ideas Chapter 6 How does the Dual Objective align to the world of reform? Connections and Commitments Globalization and the Common CoreP21 Partnership for 21st Century Learning Problem-Based Learning and Project-Based Learning Culturally Relevant Teaching New York State Teaching Standards and Danielson's Framework for Teaching Developmentally Appropriate Practice In Closing Chapter Six Big Ideas Chapter 7 How Does the Dual Objective Look in Practice?Examining Examples and Exploring Challenges Introduction: Cases and Examples to Examine Three Opening Activities: Starting Strong, Showing the Potential, and Realizing Success Cases and Lessons to Examine A Final Q&A: Overcoming Commonly Perceived Obstacles and Resolving Hesitations Chapter Seven Big Ideas In Closing Appendix One Taxonomies of Affective Skills P21 Framework Skills from the Partnership for 21st Century Learning Collaborative for Academic, Social, and Emotional Learning (CASEL's) Core SEL Competencies Tony Wagner's Seven Survival Skills Steven Covey's Seven Habits of Effective People KIPP Schools' Seven Character Strengths Character First's 49 Traits Ontario Canada's Learning Skills and Work Habits for Grades 1-12Appendix Two ã Kagan's Structural Approach Four Corners Three-Step Interview Numbered Heads Inside-Outside Circleã |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Promote cooperative learning more effectively by transforming your classroom into a learning community. The authors offer their Dual Objective Model as a tool for improving your students' academic achievement and problem-solving skills, while encouraging their social and emotional development. You'll discover how to: assign meaningful tasks that require students to rely on one another ; build efficient teams, purposefully monitor group dynamics, and assess group projects effectively ; engage students in schoolwork while developing crucial career and life skills ; motivate students to see the importance of personal and group responsibility ; maximize the benefits of student diversity in your classroom. Emphasizing teamwork, persistence, communication, self-regulation, and empathy in a complex, diverse, and technological setting, these strategies can be easily incorporated into any curriculum. The book is filled with vignettes and sample exercises to help you apply the ideas to your own classroom. Each chapter includes a list of "Big Ideas," which invites you to consider how these strategies can evolve over time. |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Junior High School |
| 546 ## - LANGUAGE NOTE |
|---|
| Language note |
Text in English |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Group work in education. |
| 9 (RLIN) |
13587 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Team learning approach in education. |
| 9 (RLIN) |
13588 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Kline, Cynthia L., |
| Relator term |
author. |
| 9 (RLIN) |
13589 |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Professional Books |
| Classification part |
300-399 |
