Ronald J Newell
Passion for Learning
How Project-Based Learning Meets the Needs of 21st Century Students
Ronald J Newell
Passion for Learning
How Project-Based Learning Meets the Needs of 21st Century Students
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Explains the theory and practice behind making a project-based system work.
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Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield Publishing Group Inc
- Seitenzahl: 136
- Erscheinungstermin: 24. Dezember 2002
- Englisch
- Abmessung: 229mm x 153mm x 10mm
- Gewicht: 218g
- ISBN-13: 9780810846012
- ISBN-10: 0810846012
- Artikelnr.: 22039825
- Verlag: Rowman & Littlefield Publishing Group Inc
- Seitenzahl: 136
- Erscheinungstermin: 24. Dezember 2002
- Englisch
- Abmessung: 229mm x 153mm x 10mm
- Gewicht: 218g
- ISBN-13: 9780810846012
- ISBN-10: 0810846012
- Artikelnr.: 22039825
Ronald J. Newell spent 27 years as a high school history teacher and coach, 4 years in teacher preparation programs at the university level, helped begin the Minnesota New Country School, and now works with the Gates-EdVisions Project replicating the project-based model.
Chapter 1 Foreword Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4
Chapter One: What is Project-Based Learning? Chapter 5 Chapter Two: What Is
Learning? Chapter 6 Chapter Three: What Shall We Assess and How Shall We
Assess It? Chapter 7 Chapter Four: What Is the Role of the Teacher? Chapter
8 Chapter Five: What Should the School Look Like? Chapter 9 Chapter Six:
How Does the Project Process Work? Chapter 10 Chapter Seven: What Do
Projects Look Like and How Do They Affect the Learners? Chapter 11 Chapter
Eight: Can You Overcome the Obstacles? Chapter 12 Appendix A: 2001-2002
Project Proposal Form Chapter 13 Appendix B: Performance Rubric for
Minnesota New Country School Chapter 14 Appendix C: Project Check List
Chapter 15 Appendix D: Presentation & Exhibition Evaluation Form for
Minnesota New Country School Chapter 16 References and Suggested Readings
Chapter 17 About the Author
Chapter One: What is Project-Based Learning? Chapter 5 Chapter Two: What Is
Learning? Chapter 6 Chapter Three: What Shall We Assess and How Shall We
Assess It? Chapter 7 Chapter Four: What Is the Role of the Teacher? Chapter
8 Chapter Five: What Should the School Look Like? Chapter 9 Chapter Six:
How Does the Project Process Work? Chapter 10 Chapter Seven: What Do
Projects Look Like and How Do They Affect the Learners? Chapter 11 Chapter
Eight: Can You Overcome the Obstacles? Chapter 12 Appendix A: 2001-2002
Project Proposal Form Chapter 13 Appendix B: Performance Rubric for
Minnesota New Country School Chapter 14 Appendix C: Project Check List
Chapter 15 Appendix D: Presentation & Exhibition Evaluation Form for
Minnesota New Country School Chapter 16 References and Suggested Readings
Chapter 17 About the Author
Chapter 1 Foreword Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4
Chapter One: What is Project-Based Learning? Chapter 5 Chapter Two: What Is
Learning? Chapter 6 Chapter Three: What Shall We Assess and How Shall We
Assess It? Chapter 7 Chapter Four: What Is the Role of the Teacher? Chapter
8 Chapter Five: What Should the School Look Like? Chapter 9 Chapter Six:
How Does the Project Process Work? Chapter 10 Chapter Seven: What Do
Projects Look Like and How Do They Affect the Learners? Chapter 11 Chapter
Eight: Can You Overcome the Obstacles? Chapter 12 Appendix A: 2001-2002
Project Proposal Form Chapter 13 Appendix B: Performance Rubric for
Minnesota New Country School Chapter 14 Appendix C: Project Check List
Chapter 15 Appendix D: Presentation & Exhibition Evaluation Form for
Minnesota New Country School Chapter 16 References and Suggested Readings
Chapter 17 About the Author
Chapter One: What is Project-Based Learning? Chapter 5 Chapter Two: What Is
Learning? Chapter 6 Chapter Three: What Shall We Assess and How Shall We
Assess It? Chapter 7 Chapter Four: What Is the Role of the Teacher? Chapter
8 Chapter Five: What Should the School Look Like? Chapter 9 Chapter Six:
How Does the Project Process Work? Chapter 10 Chapter Seven: What Do
Projects Look Like and How Do They Affect the Learners? Chapter 11 Chapter
Eight: Can You Overcome the Obstacles? Chapter 12 Appendix A: 2001-2002
Project Proposal Form Chapter 13 Appendix B: Performance Rubric for
Minnesota New Country School Chapter 14 Appendix C: Project Check List
Chapter 15 Appendix D: Presentation & Exhibition Evaluation Form for
Minnesota New Country School Chapter 16 References and Suggested Readings
Chapter 17 About the Author