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Textbook Notes for Dagher Zoubeida

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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter 5: Page 85-100

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Chapter 5 - eliciting students" ideas (page 85-100) Resources have potential to support learning. Provide a rich scenario to jump-start conversations.
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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter 6: Page 111-125

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Students can use models to test ideas, make hypotheses, revise their thinking, visualize their thinking, etc. Models make reasoning more public to clas
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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter Notes - Chapter 7: List Of Fables Characters

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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter 4: Page 71-82

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A portion of a sentence that signals to students the basic format or a productive comment. Not used to funnel students into saying a specific word or p
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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter Notes - Chapter 2: Bean Bag, Physical Security, Environmental Planning

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Arrangement of desks can send a message indirectly to the students about how they are supposed to behave. Can also impact them directly (straight row -
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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter Notes - Chapter 3: Crosstalk

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Having students share their ideas or background knowledge about a phenomenon. Help students make sense of and analyze date. Identify patterns, identify
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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter 11: Chapter 11

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Chapter 11 - making and justifying claims in a science community. Arguments - making claims, using multiple forms of evidence, and responding to critiq
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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter 10: Page 187 - 198

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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter Notes - Chapter 9: Sensemaking

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Chapter 9 - supporting ongoing changes in thinking: activity and sense making. For any activity, you can make adjustments in the intellectual demands f
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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter 8: Chapter 8

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Chapter 8 - supporting ongoing changes in thinking: introducing new ideas. Collective thinking requires that everyone be open to reason publicly and be
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UDEDUC341Dagher ZoubeidaSpring

EDUC341 Chapter Appendix: EDUC341 Chapter : Page 277-280

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Student describes an observation or summarizes and restates a pattern or trend in data, but does not make connections to any unobservable event, proces
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