000			03486cam a22003494i 4500
001			ocn958932001
003			OCoLC
005			20240726104702.0
008			160919s2017 vaua b 001 0 eng
010			_a2016042387
020			_a9781416623243 _q((pa(print & electronic)rback)a((pa(print & electronic)rback)rint & (electronic)l(electronic)ctronic)rback)
029	1		_aAU@ _b000058657593
040			_aDLC _beng _erda _cDLC _dOCLCF _dYDX _dOSU _dZLM _dATSHR _dNUI _dORZ _dOCLCQ _dOCLCO _dOCLCQ _dIBI _dNOW _dNJT _dOCLCO
042			_apcc
050	0	0	_aLB1031 _b.S783 2017
100	1		_aKallick, Bena, _e1
245	1	0	_aStudents at the center : _bpersonalized learning with habits of mind / _cBena Kallick, Allison Zmuda, foreword by Arthur L. Costa.
260			_aAlexandria, Virginia : _bASCD, _c(c)2017.
300			_axiv, 159 pages : _billustrations ; _c23 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a4.
505	0	0	_aEmpowering students to find their own way -- _tToward a student-driven practice -- _tBeginning with the end in mind: goals and inquiry/ idea generation -- _tHow students can show what they know: task and audience, evaluation, and cumulative demonstration of learning -- _tWhat personalized learning looks like, feels like, and sounds like: the instructional plan -- _tPromoting student growth: feedback -- _tCreating a culture of personalized learning.
520	0		_a"Educators' most important work is to help students develop the intellectual and social strength of character necessary to live well in the world. The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and reexamining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritize voice -- involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education; co-creation -- guiding students to identify the challenges and concepts they want to explore and outline the actions they will take; social construction -- having students work with others to theorize, pursue common goals, build products, and generate performances; and self-discovery -- teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn. Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful." _cPublisher's site
530			_a1
650		0	_aIndividualized instruction.
650		0	_aThought and thinking _xStudy and teaching.
700	1		_aZmuda, Allison, _e1
942			_n0 _QCC _c1 _hLB _m2017 _dCynthia Snell
948			_hNO HOLDINGS IN SBI - 228 OTHER HOLDINGS
999			_c74866 _d74866
902			_a1 _bCynthia Snell _c1 _dCynthia Snell