Unterschiede

Hier werden die Unterschiede zwischen zwei Versionen angezeigt.

--- wiki:ausbildung:fachrichtung:lern:qrunterricht:qb4-2 [2019/12/01 13:09] – waltth
+++ wiki:ausbildung:fachrichtung:lern:qrunterricht:qb4-2 [2024/06/23 12:27] (aktuell) – Externe Bearbeitung 127.0.0.1
@@ Zeile 24: / Zeile 24: @@
 Kounin kann „als ,Klassiker’ des Classroom Management bezeichnet werden“ (Helmke). Er kommt bei seinen empirischen Forschungen auf folgende Dimensionen effizienter Klassenführung:
-• Withitness
+• __Withitness
 • Overlapping
 • Momentum
@@ Zeile 30: / Zeile 30: @@
 • Group focus
 • Managing Transitions
-• Avoiding Mock Participation
+• Avoiding Mock Participation__
 __"With-it-ness"__
@@ Zeile 46: / Zeile 46: @@
 __Group Focus__
 The teacher can implement this strategy with several techniques:
-	-Encourage Accountability: Make students aware that they will be graded for their participation and contributions to the group.
+-Encourage Accountability: Make students aware that they will be graded for their participation and contributions to the group. The teacher can have a canister of popsicle sticks that have each students name on them. The teacher can pick the popsicle stick at random to keep students on track and out of their seats with anticipation for question/answer time, board problems, etc.-The students can facilitate a discussion. Once they have finished a task they can turn to each other or they could pair up with those who are already done and compare answers.	-In order for implementation to be effective the teacher must be well organized, communicate their expectations to their students, and hold them responsible for their actions to encourage motivation and attention.
-	-The teacher can have a canister of popsicle sticks that have each students name on them. The teacher can pick the popsicle stick at random to keep
-         students on track and out of their seats with anticipation for question/answer time, board problems, etc.
-	-The students can facilitate a discussion. Once they have finished a task they can turn to each other or they could pair up with those who are already done
-         and compare answers.
-	-In order for implementation to be effective the teacher must be well organized, communicate their expectations to their students, and hold them
-         responsible for their actions to encourage motivation and attention.