Active and Reflective Learning to Engage All Students

Autor/in	McCoy, Bryan
Titel	Active and Reflective Learning to Engage All Students
Quelle	In: Universal Journal of Educational Research, 1 (2013) 3, S.146-153 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Learner Engagement; Active Learning; Case Studies; Reflection; Classroom Environment; Classroom Techniques; Preservice Teacher Education; Inservice Teacher Education; Teaching Methods; Learning Strategies; Time Management; Scaffolding (Teaching Technique); Thinking Skills; Self Evaluation (Individuals); Vignettes; Educational Practices; Educational Strategies; Faculty Development; Observation; Middle School Teachers + Suchen Sie Ihr Suchwort? Aktives Lernen; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zeitmanagement; Denkfähigkeit; Bildungspraxis; Lehrstrategie; Beobachtung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	This article describes how teachers effectively manage learning through active engagement of all students throughout each class period. A case study is presented which demonstrates how students learn through active and reflective engagement with ideas, the environment, and other learners (National Middle School Association, 2010). The case study demonstrates the complex task of facilitating integrated, thematic collaborative learning. The case is based on a middle level classroom, but the concepts can be naturalistically generalized by readers to elementary or secondary settings. The case study can be used with pre-service and in-service teachers in a variety of professional development contexts. It can be useful to help educators differentiate between classroom management and behavior management. This paper advances what is known about managing integrated, thematic learning through connecting the theoretical literature with an actual case where these principles are applied. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01