Download American sign language: a teacher's resource text on by Charlotte Baker-Shenk, Dennis Cokely PDF

By Charlotte Baker-Shenk, Dennis Cokely

Cokely D., Baker-Shenk C. American signal Language.. A Teacher's source textual content on Curriculum, equipment, and evaluate (Gallaudet collage Press, 1991)(ISBN 0930323858)(400dpi)(188s)

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Additional info for American sign language: a teacher's resource text on curriculum, methods, and evaluation

Example text

Ball and Brewer suggested developing three types of questions: opening, core, and closing. Opening questions are broad and should be the initial questions posed to students. The purpose of the opening question is to allow students to connect to the questions from a multitude of places within the reading that provide evidence for a response. These questions may elicit a variety of responses from THEâ•‹Practical Strategies SERIES in Gifted Education students and may sustain discussion from 15 to 45 minutes of class, depending upon the sophistication of the students or the length and complexity of the reading.

Ball and Brewer suggested developing three types of questions: opening, core, and closing. Opening questions are broad and should be the initial questions posed to students. The purpose of the opening question is to allow students to connect to the questions from a multitude of places within the reading that provide evidence for a response. These questions may elicit a variety of responses from THEâ•‹Practical Strategies SERIES in Gifted Education students and may sustain discussion from 15 to 45 minutes of class, depending upon the sophistication of the students or the length and complexity of the reading.

Models for Building Thinking Skills IMPACT IMPACT (Increase Maximal Performance by Activating Critical Thinking) is a comprehensive program designed for teachers of the gifted to use across the curriculum by developing students’ abilities to transfer thinking skills and gain competency in the use of thinking tools to realize increased achievement (see Figure 13). Through the use of open-ended questions, students enhance their thinking abilities. In one school, the principal reported an elevated cognitive level of engagement due to the ongoing nature of the students’ reflections about their thinking processes in the IMPACT program (Winocur & Maurer, 1997).

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