MARC details
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14312nam a22003497a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230128155509.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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220803b |||||||| |||| 00| 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2017942468 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781337564847 (student edition ; paperback) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
CvSU Main Campus Library |
| Description conventions |
rda |
| 041 ## - LANGUAGE CODE |
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| Language code of text/sound track or separate title |
eng |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1027.4 |
| Item number |
P93 2019 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| 9 (RLIN) |
27287 |
| Personal name |
Price, Kay M. |
| Relator term |
author |
| 243 ## - COLLECTIVE UNIFORM TITLE |
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| Uniform title |
<a href="Daily planning for today's classroom">Daily planning for today's classroom</a> |
| 245 ## - TITLE STATEMENT |
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| Title |
Planning effective instruction : |
| Remainder of title |
diversity responsive methods and management / |
| Statement of responsibility, etc. |
Kay M. Price, Karna L. Nelson. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
Sixth edition. Student edition. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Boston, MA : |
| Name of publisher, distributor, etc. |
Cengage, |
| Date of publication, distribution, etc. |
c2019. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxi, 314 pages : |
| Other physical details |
color illustrations ; |
| Dimensions |
28 cm |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| 500 ## - GENERAL NOTE |
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| General note |
Before 2007, this book was published under the title: Daily planning for today's classroom. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references (pages 296-304) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Machine generated contents note: pt. I Planning What to Teach -- ch. 1 Thinking about Content -- Introduction -- Thinking about What Students Need to Learn -- Subject Matter -- Types of Knowledge: Declarative and Procedural -- Thinking about Diversity Responsive Content -- Content about Diversity -- Content That Is Complete and Inclusive -- Content That Is Connected to Students' Lives -- Considering Skill Diversity -- Guidance in Choosing What to Teach -- State Standards -- Common Core State Standards -- Professional Organization Standards and Big Ideas -- Analyzing Content -- Organizing Content for Teaching -- Choosing the Analysis -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 2 Writing Objectives -- Introduction -- Definition, Importance, and Purposes of Objectives -- Process of Developing Objectives -- State Standards: A Source of Objectives -- Common Core State Standards: Another Source of Objectives -- From General to Specific -- Measurable Objectives -- Multiple Objectives -- Efficiency and Multiple Objectives -- Diversity and Multiple Objectives -- Multiple Objectives versus Multiple Learnings -- The Four Components of Measurable Objectives -- Content -- Behavior -- Conditions -- Criterion -- Help with Including the Four Components in Objectives -- Practice Writing Objectives -- Bloom's Taxonomy of the Cognitive Domain -- Responding to Skill Diversity when Planning the Objective -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- pt. II Planning How to Teach -- ch. 3 Thinking about Instruction -- Introduction -- Universal Design for Learning -- Applications of UDL -- Six UDL Principles for Designing Instruction for Diverse Learners -- Differentiated Instruction -- Providing Options -- Similarities between Universal Design and Differentiated Instruction -- Response to Intervention -- Key Features of Response to Intervention -- Response to Intervention and Universal and Selected Interventions -- Planning for English Language Learners -- Stages of Language Acquisition -- Make What You Present Understandable -- Provide Opportunities for Language Use -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 4 Critical Teaching Skills for Focusing Attention -- Introduction -- Planning Openings -- Strategies for Openings -- Stating the Objective and Objective Purpose -- Responding to Diversity -- Developing Questions to Ask -- The Role of Questions -- Types of Questions -- Effective Questioning -- Guidelines for Planning and Delivering Questions -- Engaging All Students through Questioning -- Responding to Skill Diversity -- Responding to English Language Learners -- Planning Closings -- Strategies for Closings -- Responding to Diversity -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 5 Critical Teaching Skills for Presenting Information -- Introduction -- Providing Explanations -- Components of Explanations -- Responding to Skill Diversity -- Responding to English Language Learners -- Responding to Cultural Diversity -- Giving Demonstrations -- Types of Demonstrations -- Responding to Skill Diversity -- Using Visual Supports -- Categories of Visual Supports -- Responding to Skill Diversity -- Teaching Key Terms and Vocabulary -- Academic Language -- Decision Steps for Planning to Teach Key Terms and Vocabulary -- Strategies for Defining Words -- IES Practice Guide Recommendations for English Language Learners -- Giving Directions -- Making Directions Clear -- Responding to Diversity -- General Tips for Planning Effective Presentations -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 6 Critical Teaching Skills for Promoting Active Participation -- Introduction -- Active Participation Defined -- Importance of Active Participation -- Types of Active Participation Strategies -- Examples of Active Participation Strategies -- Involvement Strategies -- Rehearsal Strategies -- Processing Strategies -- Responding to Diversity when Planning for Active Participation -- Responding to Skill Diversity -- Responding to Cultural Diversity -- Responding to English Language Learners -- Number of Strategies to Include -- Teaching Active Participation Response Strategies -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 7 Critical Teaching Skills for Planning Practice and Monitoring Student Learning -- Introduction -- Planning Practice -- Making Practice Effective -- Types of Practice in Lessons -- Responding to Skill Diversity -- Responding to English Language Learners -- Monitoring Student Learning -- Before Instruction: Preassessment -- During Instruction: Formative Evaluation -- After Instruction: Summative Evaluation -- Alternative Evaluation Techniques -- The Role of Performance Feedback -- The Teaching/Learning Cycle -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 8 Critical Teaching Skills for Planning Partner and Small-Group Work -- Introduction -- Ways to Use Peers in Instruction -- Benefits, Potential Problems, and Reasons to Use Peers in Instruction -- Benefits -- Benefits for ELLs -- IES Practice Guide Recommendation -- Potential Problems -- Reasons to Use -- When to Plan for Using Peers in Instruction -- Planning Decisions for Partner and Small-Group Work -- Determining the Size of Groups -- Determining How Students Will Share Tasks -- Determining Prerequisite Skills and Knowledge -- Deciding Who Will Work Together -- Deciding How to Incorporate Technology -- Organizing and Managing Partner and Small-Group Work -- Responding to Skill Diversity when Planning Partner and Small-Group Work -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 9 Selected Instructional Interventions -- Introduction -- Selected Interventions Defined -- Accommodations and Modifications -- Choosing Universal or Selected Interventions -- Examples of Selected Interventions -- How to Plan for Selected Interventions -- Step One Write a Lesson or Activity Plan -- Step Two List Skills Students Will Need in This Lesson or Activity -- Step Three List Students Who Lack These Skills -- Step Four Plan Selected Interventions to Support Student Success -- Step Five Plan How to Deliver the Selected Interventions -- How Long to Use Selected Interventions -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- pt. III The Context for Teaching and learning -- ch. 10 Supporting Student Behavior -- Introduction -- Connecting with Students -- Responding to Diversity -- Creating a Diversity Responsive Environment -- The Physical Environment -- The Social Environment -- The Emotional Environment -- Universal Behavioral Interventions -- Developing Classroom Rules -- Establishing Classroom Routines -- Establishing Social Skills -- Teaching Rules, Routines, and Social Skills -- Encouraging Compliance -- Selected Behavioral Interventions -- When to Use Selected Behavioral Interventions -- Types of Selected Behavioral Interventions -- Responding to Diversity -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 11 Critical Management Skills for Communicating with Students -- Introduction -- Critical Management Skills in Lessons and Activities -- Responding to Diversity when Using Critical Management Skills -- The Challenging Class and Critical Management Skills -- Mrs. Bean and Critical Management Skills -- Gaining Attention -- Signals for Attention -- Student Responses to Signals -- Using the Gaining Attention Strategy -- Responding to Diversity when Gaining Attention -- The Challenging Class and Gaining Attention -- Communicating Behavior Expectations -- How to Choose Expectations -- How to Communicate Expectations -- Follow Through -- Responding to Diversity when Communicating Behavior Expectations -- The Challenging Class and Communicating Behavior Expectations -- Acknowledging Appropriate Behavior -- Acknowledging Frequently -- Acknowledging Specifically -- Acknowledging Sincerely -- Acknowledging Fairly -- Acknowledging Important Behaviors -- Responding to Diversity when Acknowledging Appropriate Behavior -- The Challenging Class and Acknowledging Appropriate Behavior -- Group Management Games -- Game Guidelines -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 12 Critical Management Skills for Structuring the Learning Environment -- Introduction -- Monitoring Student Behavior -- How to Monitor -- Monitoring Situations -- Responding to Diversity when Monitoring Student Behavior -- The Challenging Class and Monitoring Student Behavior -- Arranging the Room -- Considerations in Room Arrangement -- Responding to Diversity when Arranging the Room -- The Challenging Class and Arranging the Room -- Planning for Logistics -- Importance of Logistical Planning -- Planning for Teacher Equipment and Materials -- Planning for Student Equipment and Materials -- Planning for Setup, Cleanup, and Using Assistants -- Responding to Diversity when Planning Logistics -- The Challenging Class and Planning Logistics -- Managing Transitions -- Types of Transitions -- Teaching Transitions -- Advance Preparation for Transitions -- Just Before the Transition -- During the Transition -- Don't Be Part of the Problem -- Responding to Diversity when Managing Transitions -- The Challenging Class and Managing Transitions -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- pt. IV Writing Your Plan -- ch. 13 Lesson Planning -- Introduction -- When to Use Lessons -- Primary Differences between Lessons and Activities -- Purposes of Lessons -- Attributes of Lessons -- Lesson Example -- What Makes It a Lesson? -- Lesson Models -- Selecting a Model to Use -- Responding to Skill Diversity -- Responding to Cultural Diversity -- Generic Components of a Lesson Plan -- Component 1 Preplanning Tasks -- Component 2 Lesson Setup -- Component 3 Lesson Opening -- Component 4 Lesson Body -- Component 5 Extended Practice -- Component 6 Lesson Closing -- Component 7 Evaluation -- Writing the Lesson Plan -- The Sequence for Writing a Lesson Plan -- Editing a Plan -- Useful Plans -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 14 Activity Planning -- Introduction -- Purposes and Examples of Activities -- When to Use Activity Plans -- Generic Components of an Activity Plan -- Component 1 Preplanning Tasks -- Component 2 Activity Beginning -- Component 3 Activity Middle -- Component 4 Activity Closing -- Writing the Activity Plan -- The Sequence for Writing an Activity Plan -- Editing a Plan -- Useful Plans -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 15 Direct Instruction -- Introduction -- Fundamentals of the Direct Instruction Lesson Model -- Teaching Events in Direct Instruction -- Uses of Direct Instruction -- Key Planning Considerations -- Content Analysis -- Explanation -- Demonstration -- Supervised Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 16 Informal Presentation -- Introduction -- The Fundamentals of the Informal Presentation Model -- Teaching Events in Informal Presentation -- Uses of Informal Presentation -- Key Planning Considerations -- Content Analysis -- Content Knowledge -- Advance Organizer -- Checks for Understanding and Active Participation -- Information Delivery -- Extended Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 17 Structured Discovery -- Introduction -- The Fundamentals of the Structured Discovery Lesson Model -- Teaching Events in Structured Discovery -- Uses of Structured Discovery -- Key Planning Considerations -- Content Analysis -- Writing the Objective -- Stating the Objective to Students -- Setting Up the Discovery -- Monitoring the Discovery -- Reviewing the Discovery -- Supervised Practice -- Behavior Expectations -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 18 Teaching Specialized Content -- Introduction -- Teaching Concepts -- Concepts Defined -- Effective Models for Teaching Concepts -- Key Planning Considerations for Teaching Concepts -- Concept Analysis -- Objective -- Opening -- Closing -- Teaching Behavioral Skills -- What Are Behavioral Skills? -- Why Teach Behavioral Skills? -- Choosing the Lesson Model to Use -- Key Planning Considerations for Teaching Behavioral Skills -- Content Analysis -- Explanation -- Demonstration -- Supervised Practice -- Extended Practice -- Teaching Learning and Study Strategies -- What Are Strategies? -- Why Teach Learning and Study Strategies? -- What Are Different Types of Strategies? -- Selecting Strategies to Teach -- Choosing the Lesson Model to Use -- Key Planning Considerations for Teaching Learning and Study Strategies -- Content Analysis -- Opening -- Explanation -- Demonstration -- Extended Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers. |
| 541 ## - IMMEDIATE SOURCE OF ACQUISITION NOTE |
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| Source of acquisition |
Fund 164 |
| Vendor |
Belview Co., Inc. |
| Method of acquisition |
Purchased |
| Date of acquisition |
02/09/2021 |
| Accession number |
79330 |
| Owner |
pnr |
| Purchase price |
PHP 5,075.00 |
| PO No. |
2021-01-047A |
| ICS or PAR No. |
2021-1-0073 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| 9 (RLIN) |
6891 |
| Topical term or geographic name entry element |
Lesson planning |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| 9 (RLIN) |
6177 |
| Topical term or geographic name entry element |
Activity programs in education |
| Form subdivision |
Handbooks, manuals, etc. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| 9 (RLIN) |
27288 |
| Personal name |
Nelson, Karna L. |
| Relator term |
author |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Electronic File |
<a href="http://library.cvsu.edu.ph/cgi-bin/koha/opac-retrieve-file.pl?id=68c85dbb572dff2a7ab79b8bed8319f7">http://library.cvsu.edu.ph/cgi-bin/koha/opac-retrieve-file.pl?id=68c85dbb572dff2a7ab79b8bed8319f7</a> |
| Link text |
Click here to view the table of contents |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Books |
