A Handbook for personalized competency-based education / Robert J. Marzano ... [et al.].  (Text) (Text)

Marzano, Robert J | Marzano Research Laboratory
Call no.: LB2822.75 .H354 2017Publication: Bloomington, IN : Marzano Research Laboratory, c2017Description: ix, 227 p. : illISBN: 1943360138; 9781943360130Subject(s): Educational evaluation -- Handbooks, manuals, etcIndividualized instruction -- Handbooks, manuals, etcLOC classification: LB2822.75 | .H354 2017
Contents:The Benefits of Competency-Based Education in the K-12 System -- The Growing Prominence of Competency-Based Education -- The Birth of Personalized Competency-Based Education -- Re-Inventing Schools Coalition -- Marzano Research -- The PCBE Model in K-12 Classrooms -- What Content Will We Address? -- Traditional Academic Content -- Choosing From Traditional Content -- Prioritizing and Unpacking Standards -- Using the Critical Concepts -- Cognitive Skills -- Metacognitive Skills -- Learning Targets and Proficiency Scales -- Creating Proficiency Scales -- Translating Existing Learning Progressions or Rubrics Into Proficiency Scales -- How Will the Learning Environment Support Student Agency? -- Setting and Monitoring Classroom Goals -- Unpack the School's Shared Vision -- Set Goals Aligned With the Shared Vision -- Identify Behavioral Traits Necessary to Meet the Classroom Goals -- Create Tools for Measuring Progress -- Establish Processes for Using Monitoring Systems, Setting Goals, and Reflecting -- Creating and Using Standard Operating Procedures -- Procedural Lists -- Flowcharts -- Integrating Student Voice and Choice Into the Teaching and Learning Process -- Voice -- Choice -- Creating a More Flexible Physical Environment -- How Will Instruction Support Student Learning? -- Instructional Strategies -- Whole-Class Instruction -- Small-Group Instruction -- Individual Instruction -- Peer-to-Peer Instruction -- External Instructional Resources -- Engagement Strategies -- Relationship Strategies -- High Expectations Strategies -- Classroom Management Strategies -- Personal Tracking Matrices -- Standards Unpacked as Self-Contained Learning Targets -- Standards Unpacked and Organized as Proficiency Scales -- Student Assistance With Understanding Learning Targets and Proficiency Scales -- Instructional Planning in a PCBE System -- Foundational Planning -- Weekly and Daily Planning -- How Will Teachers Measure Student Proficiency? -- Addressing Assessment Issues in a PCBE Classroom -- Addressing Unidimensionality Through Proficiency Scales -- Creating Reliability Through Multiple Summative Assessments -- Replacing Overtesting With Measurement -- Using the Measurement Process -- Assessments -- Format-Specific Scores and Proficiency Scores -- Using Percentage Scores -- Using Response Codes -- Recording Scores in a PCBE System -- Arriving at a Summative Score -- Using Most Recent Scores -- Using Mounting Evidence -- Using Mathematical Models -- Beginning With Score 4.0 Tasks -- Checking Accuracy of Assessments -- Safety Net Assessments -- Using State Assessments -- Summary -- Sample Grading Sheet -- How Will Scheduling Accommodate Student Learning? -- Assigning Initial Placements -- Transitioning to a PCBE Schedule -- Tweaking a Traditional Schedule -- Focusing on Small Groups of Students -- Implementing Focused Instruction Time -- Using Advisory Systems -- Teaching in Teams -- Transitioning Between Buildings -- Going Beyond the Traditional Schedule -- Teaching One Subject Per Period -- Considering the Technology Solution -- Addressing Social Issues -- Summary -- How Will Reporting Facilitate Student Learning? -- Levels -- Grade Levels and Courses -- Pace -- Standards-Referenced Reports -- How Do Schools and Districts Transition to a PCBE System? -- The Ramp-Up Phase -- Year One -- Year Two -- The Rollout Phase -- Lowering the Number of Measurement Topics -- Starting With Certain Content Areas -- Starting With Certain Grade Levels -- Creating Demonstration Classrooms -- Jumping in Headfirst -- PCBE in a Single Classroom.
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Includes bibliographical references and index.

The Benefits of Competency-Based Education in the K-12 System -- The Growing Prominence of Competency-Based Education -- The Birth of Personalized Competency-Based Education -- Re-Inventing Schools Coalition -- Marzano Research -- The PCBE Model in K-12 Classrooms -- What Content Will We Address? -- Traditional Academic Content -- Choosing From Traditional Content -- Prioritizing and Unpacking Standards -- Using the Critical Concepts -- Cognitive Skills -- Metacognitive Skills -- Learning Targets and Proficiency Scales -- Creating Proficiency Scales -- Translating Existing Learning Progressions or Rubrics Into Proficiency Scales -- How Will the Learning Environment Support Student Agency? -- Setting and Monitoring Classroom Goals -- Unpack the School's Shared Vision -- Set Goals Aligned With the Shared Vision -- Identify Behavioral Traits Necessary to Meet the Classroom Goals -- Create Tools for Measuring Progress -- Establish Processes for Using Monitoring Systems, Setting Goals, and Reflecting -- Creating and Using Standard Operating Procedures -- Procedural Lists -- Flowcharts -- Integrating Student Voice and Choice Into the Teaching and Learning Process -- Voice -- Choice -- Creating a More Flexible Physical Environment -- How Will Instruction Support Student Learning? -- Instructional Strategies -- Whole-Class Instruction -- Small-Group Instruction -- Individual Instruction -- Peer-to-Peer Instruction -- External Instructional Resources -- Engagement Strategies -- Relationship Strategies -- High Expectations Strategies -- Classroom Management Strategies -- Personal Tracking Matrices -- Standards Unpacked as Self-Contained Learning Targets -- Standards Unpacked and Organized as Proficiency Scales -- Student Assistance With Understanding Learning Targets and Proficiency Scales -- Instructional Planning in a PCBE System -- Foundational Planning -- Weekly and Daily Planning -- How Will Teachers Measure Student Proficiency? -- Addressing Assessment Issues in a PCBE Classroom -- Addressing Unidimensionality Through Proficiency Scales -- Creating Reliability Through Multiple Summative Assessments -- Replacing Overtesting With Measurement -- Using the Measurement Process -- Assessments -- Format-Specific Scores and Proficiency Scores -- Using Percentage Scores -- Using Response Codes -- Recording Scores in a PCBE System -- Arriving at a Summative Score -- Using Most Recent Scores -- Using Mounting Evidence -- Using Mathematical Models -- Beginning With Score 4.0 Tasks -- Checking Accuracy of Assessments -- Safety Net Assessments -- Using State Assessments -- Summary -- Sample Grading Sheet -- How Will Scheduling Accommodate Student Learning? -- Assigning Initial Placements -- Transitioning to a PCBE Schedule -- Tweaking a Traditional Schedule -- Focusing on Small Groups of Students -- Implementing Focused Instruction Time -- Using Advisory Systems -- Teaching in Teams -- Transitioning Between Buildings -- Going Beyond the Traditional Schedule -- Teaching One Subject Per Period -- Considering the Technology Solution -- Addressing Social Issues -- Summary -- How Will Reporting Facilitate Student Learning? -- Levels -- Grade Levels and Courses -- Pace -- Standards-Referenced Reports -- How Do Schools and Districts Transition to a PCBE System? -- The Ramp-Up Phase -- Year One -- Year Two -- The Rollout Phase -- Lowering the Number of Measurement Topics -- Starting With Certain Content Areas -- Starting With Certain Grade Levels -- Creating Demonstration Classrooms -- Jumping in Headfirst -- PCBE in a Single Classroom.

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