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c2008., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES SLS via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES SLS via Gale Virtual Reference Library. Click here to access. Available from OCM BOCES SLS via Gale Virtual Reference Library. More... Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available for OCM BOCES SLS via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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2014., ASCD Call No: 371.102 Edition: Second edition. Available via Gale Virtual Reference Library. Click here to access Summary Note: This publication digs deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available for OCM BOCES SLS via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES Instructional Support Service via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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2014., ASCD Call No: 371.102 Edition: Second edition. Available via Gale Virtual Reference Library. Click here to access Summary Note: This publication digs deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners.
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2014., ASCD Call No: 371.102 Edition: Second edition. Available via Gale Virtual Reference Library. Click here to access Summary Note: This publication digs deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES Instructional Support Service via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES Instructional Support Service via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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2014., ASCD Call No: 371.102 Edition: Second edition. Available via Gale Virtual Reference Library. Click here to access Summary Note: This publication digs deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES Instructional Support Service via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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2014., ASCD Call No: 371.102 Edition: Second edition. Available via Gale Virtual Reference Library. Click here to access Summary Note: This publication digs deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners.
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2014., ASCD Call No: 371.102 Edition: Second edition. Available via Gale Virtual Reference Library. Click here to access Summary Note: This publication digs deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES Instructional Support Service via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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2014., ASCD Call No: 371.102 Edition: Second edition. Available via Gale Virtual Reference Library. Click here to access Summary Note: This publication digs deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners.
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c2008., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES Instructional Support Service via Gale Virtual Reference Library. Summary Note: Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
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[2015], ASCD Call No: 371.102 4 Available for OCM BOCES Instructional Support Service via Gale Virtual Reference Library. Click here to access Summary Note: This book provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together.
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c2007., Association for Supervision and Curriculum Development Click here to access. Available from OCM BOCES SLS via Gale Virtual Reference Library. Summary Note: Explores formative assessment techniques that work in any subject area and grade level. Includes types of oral language (speaking and listening) strategies; ways to use writing to check for understanding; student response techniques that increase participation and engagement; projects and performances that are easily integrated into daily classroom practice; and test items that help plan further instruction.