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Teachers — Training of
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1.

What Is Arts Integration? [electronic resource]

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Presents three instructional models for integrating the arts: independent instruction, team-teaching, and collaborations with community resources. Challenges teachers to consider the best fit for their community of teachers and learners. Also explores informal, complementary, and interdependent curricular connections, with examples of what these different types of arts-integrated instruction look like in the classroom.
Online
2005
2.

Why Integrate the Arts? [electronic resource]

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Explores how integrating the arts with other subjects can benefit middle school students by raising the level of student engagement, addressing diverse learning styles, establishing the relevance of learning, and providing alternative ways to communicate.
Online
2005
3.

How Do We Collaborate? [electronic resource]

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Illustrates a variety of teaching partnerships that allow teachers to integrate the arts by collaborating with fellow teachers and visiting artists, and by utilizing community resources.
Online
2005
4.

What Roles Do Students Take on? [electronic resource]

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Examines the artistic process of creating, performing, and responding. Films students assuming various roles as they research, write, plan, design, direct, create, perform, and critique.
Online
2005
5.

What Are Connecting Concepts? [electronic resource]

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Focuses on one of the keys to planning good integrated units, finding concepts that can connect learning in different disciplines. Films how teachers organize instruction around themes and through concepts.
Online
2005
6.

What's the Big Idea? [electronic resource]

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Demonstrates how to plan and teach toward important understandings that have lasting value. Live-action filming of arts-integrated instruction captures the moment when students make deeply personal connections to what they are learning.
Online
2005
7.

Identifying What Students Are Learning [electronic resource]

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Investigates ways to evaluate student learning in and through the arts. Shows teachers using arts-based performance tasks to assess student understanding.
Online
2005
8.

Reflecting on Our Practice [electronic resource]

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Explores methods for assessing instructional practice in arts-based instruction. Films teachers reflecting alone and interacting with colleagues to evaluate and refine their planning and teaching. To conclude, the discussion group models a protocol that allows teachers to draw on the expertise of colleagues to refine their practice.
Online
2005
9.

What Is Matter? [electronic resource]: Properties and Classification of Matter

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Participants build a working definition of matter, distinguish among the different forms it can take, investigate the difference between essential and accidental properties of matter, and look at the role of classification in science.
Online
2004
10.

Physical Changes and Conservation of Matter [electronic resource]

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In everyday life, observations that things disappear or appear seem to contradict one of the fundamental laws of nature: matter can be neither created nor destroyed. In this session, participants learn how the principles of the particle model are consistent with conservation of matter.
Online
2004
11.

The Particle Nature of Matter [electronic resource]: Solids, Liquids and Gases

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Participants learn how the particle model can be turned into a powerful tool for generating predictions about the behavior of matter under a wide range of conditions. This essential idea that links chemistry and physics, is given microscopic examination that reveals solids, liquids and gases are composed of tiny, discrete and constantly moving particles.
Online
2004
12.

Chemical Changes and Conservation of Matter [electronic resource]

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How can the particle model account for what happens when two clear liquids are mixed together and produce a milky-white solid? What happens when iron rusts? Where do the elements come from? In this session, participants extend the particle model by looking inside the particles, learn about some early chemical pioneers, and in the process discover how the law of conservation of matter applies even at the scale of atoms and molecules.
Online
2004
13.

Rising and Sinking [electronic resource]

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Participants generalize the model that has been developed about what rises and what sinks, using the idea of balance of forces.
Online
2004
14.

Heat and Temperature [electronic resource]

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Participants focus on the difference between heat and temperature, and examine how both are defined in terms of particles. The particle model is then used to explain a number of everyday phenomena, from why things expand when they are heated to the role that temperature plays in changes of state.
Online
2004
15.

Density and Pressure [electronic resource]

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Participants examine density, an essential property of matter. They also look at how particles of matter are in constant motion, which leads to a deeper understanding of fluid pressure. Lastly, the concepts of pressure and density are investigated to explain the macroscopic phenomenon of rising and sinking.
Online
2004
16.

Extending the Particle Model of Matter [electronic resource]

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Participants extend their understanding of the particle model to explain additional macroscopic phenomena, including the electrical properties of matter. Participants review the progression of ideas covered in the course and anticipate future developments in the understanding of matter.
Online
2004
17.

Principles of Artful Teaching [electronic resource]

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Program opens with teachers sharing passionate insights about why they teach the arts to young people. Then short classroom segments illustrate how arts teachers employ seven principles of artful teaching to meet the needs and imaginations of their students. Workshop participants explore how these principles can affect their own teaching. Subsequent sessions will examine each principle in depth, with examples from dance, music, theatre, and visual art.
Online
2005
18.

Developing Students as Artists [electronic resource]

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Participants explore how arts teachers help students develop knowledge and fundamental skills while providing opportunities for creativity and independence. First, a dance teacher gives senior students leadership responsibilities and coaches them in their choreography projects. Then a theatre teacher mentors stagecraft students who are responsible for the technical aspects of a dance concert. In an intermediate visual art course, a teacher builds on students prior learning in a foundation course. Finally, a vocal music teacher works with two classes: students learning to read music and an advanced jazz ensemble.
Online
2005
19.

Addressing the Diverse Needs of Students [electronic resource]

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Participants meet a visiting theatre artist who takes advantage of the different backgrounds and learning styles of ninth-graders to help them understand and embrace the playwriting process. A visual art teacher brings top honors art students and students with disabilities together, so they can learn from each other. As a music teacher works with different classes, but addresses needs common to all students. Finally, in a movement class for non-dance majors, teachers help students explore human anatomy.
Online
2005
20.

Choosing Instructional Approaches [electronic resource]

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Demonstrates that Arts teachers take on a variety of roles, and use many different instructional techniques as they engage with their students; that they can be instructors, mentors, directors, coaches, artists, performers, collaborators, facilitators, critics, or audience members. In this session, participants follow a vocal music teacher as she takes on different roles in order to encourage students to find creative solutions to artistic challenges. Next, an acting teacher becomes a facilitator as his students report on research about theatre history. Then a visual art teacher guides her students in a drawing assignment, varying her approach based on the students individual needs. Finally, two dance teachers engage students in critical analysis of a painting, as a way to encourage [...]
Online
2005