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01652cam a22003254a 4500 |
| 001 |
990000541880204151 |
| 005 |
20180214134733.0 |
| 008 |
050105s2005 vaua b 001 0 eng |
| 010 |
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|a 2005000166
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|a 141660152X (alk. paper)
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|a 9781416601524 (alk. paper)
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| 035 |
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|a (OCoLC)000054188
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|a (udesa)000054188USA01
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| 035 |
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|a (OCoLC)57393708
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|a (OCoLC)990000541880204151
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|a DLC
|c DLC
|d GZI
|d BAKER
|d YDXCP
|d OCLCQ
|d BTCTA
|d U3Q
|d OCLCG
|d TTU
|d IG#
|d U@S
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| 042 |
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|a pcc
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| 049 |
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|a U@SA
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| 050 |
0 |
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|a LB1027
|b .S685 2005
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| 082 |
0 |
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|a 371.102
|2 22
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| 100 |
1 |
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|a Sprenger, Marilee,
|d 1949-
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| 245 |
1 |
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|a How to teach so students remember /
|c Marilee Sprenger.
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| 260 |
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|a Alexandria, Va. :
|b Association for Supervision and Curriculum Development,
|c c2005.
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| 300 |
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|a vii, 205 p. :
|b ill. ;
|c 23 cm.
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| 504 |
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|a Includes bibliographical references (p. 192-199) and index.
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|a Step 1 : reach. If you can't reach them, you can't teach them -- Step 2 : reflect. Reflection is not a luxury; it is a necessity -- Step 3 : recode. Self-generated material is better recalled -- Step 4 : reinforce. Feedback is vital to learning -- Step 5 : rehearse. To get information into long-term memory, it must be rehearsed -- Step 6 : review. Without review, most information will be lost from memory -- Step 7 : retrieve. Memory retrieval may be dependent on cues -- Realization -- Appendix A. brain briefing -- Appendix B. graphic organizers.
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| 650 |
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|a Teaching.
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| 650 |
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|a Learning.
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| 650 |
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|a Memory.
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| 856 |
4 |
1 |
|3 Table of contents
|u http://www.loc.gov/catdir/toc/ecip056/2005000166.html
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