The Research-Ready Classroom : Differentiating Instruction Across Content Areas

Foreword vii Acknowledgments xi 1 Introduction 1(6) A First Attempt 3(4) 2 A Research-Ready Classroom 7(16) Classroom Organization 8(8) Creating a Climate of Cooperation and Learning 16(4) Introducing and Exploring Materials and Work Areas 20(3) 3 Preparing for a Research Unit 23(11) Class Grouping 23(4) Goals and Objectives 27(2) Coordinating with Other Adults 29(1) Creating a lime Line 30(4) 4 Topic Selection 34(14) Sparking Interest 35(1) Establishing a Theme 36(1) Brainstorming Possibilities 37(2) Choosing a Topic: Establishing a Dialogue 39(4) Gathering Appropriate Resources 43(1) Tough Calls 43(2) Other Powerful Topics 45(1) Assessment 46(1) Getting Started! 47(1) 5 Questioning 48(11) Whole-Class General Questions 49(1) Structuring Students' Individual Questions 50(7) Broad and Narrow Questions 57(1) Assessment 57(1) A Few Final Words About Questions 58(1) 6 Gathering Information 59(18) Research Skills to Teach 60(2) Organizational Systems 62(4) The Roles of the Teacher 66(9) Transition to Projects 75(2) 7 Projects 77(22) Getting Started 78(11) Project-Creation Time 89(1) Classroom Organization 90(1) Teachers' Roles 91(7) Transition to Presentations 98(1) 8 Presentations 99(22) Paul Revere: An Independent Presentation 99(3) Planning the Presentations 102(3) Practicing Presentations 105(1) Traditional Presentations 106(3) Other Presentation Formats 109(4) Assessments 113(6) Self-Assessments and Goal Setting 119(1) A Final Word 120(1) 9 Goal Setting 121 Student Goal Setting 121(1) Teacher Goal Setting 122(1) And Finally... 123