| 000 -LEADER |
|---|
| fixed length control field |
08574cam a2200589 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
21699907 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20251024154211.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
200902t20202020nhua e b 000 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2020917084 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780325132297 |
| Qualifying information |
(paperback) |
|
|---|
| International Standard Book Number |
0325132291 |
| Qualifying information |
(paperback) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)on1189758686 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
TP7 |
| Language of cataloging |
eng |
| Transcribing agency |
TP7 |
| Modifying agency |
UAP |
| -- |
OCL |
| -- |
OCLCO |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
lccopycat |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1044.87 |
| Item number |
.S49 2020 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
371.3344678 |
| Edition number |
23 |
|
|---|
| Classification number |
Grad 371.3344678 |
| Item number |
S487 2020 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Serravallo, Jennifer, |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Connecting with students online : |
| Remainder of title |
strategies for remote teaching & learning / |
| Statement of responsibility, etc. |
Jennifer Serravallo. |
| 246 30 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Strategies for remote teaching & learning |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Portsmouth, New Hampshire : |
| Name of producer, publisher, distributor, manufacturer |
Heinemann, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2020. |
|
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2020 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xviii, 171 pages : |
| Other physical details |
color illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes bibliographical references. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Holding True to Priorities as We Move Online. Connection and relationships ; Emotional well-being ; Engagement ; Clear, strategic, and focused direct instruction ; Guided practice ; Access ; Assessment ; Balance -- Partnering with Adults at Home. Strategies. Welcome caregivers to your online classroom ; Survey students and families to understand needs ; Share the weekly schedule ; Share notes on students' work and progress ; Record how-to videos for using technology ; Offer advice about setting up learning space(s) at home ; Encourage caregivers to develop a schedule and/or routines ; Help families know what to do when things get frustrating -- Planning and Revising Curriculum Units for Online Instruction. Strategies. Step 1: Identify goals and skill progressions ; Step 2: Find anchor texts ; Step 3: Try out what you'll ask students to do ; Step 4: Design assessments ; Step 5a: Map out daily reading lessons with goals and strategies ; Step 5b: Map our daily writing lessons with process and strategies ; Streamline and simplify:connect goals across reading and writing ; Plan for a monthly focus: genre, content, independent projects, or a mix ; Organize your curriculum and resources in a learning management system ; Approach your planning and teaching with flexibility and feedback -- Managing Your Time Across a Day, Across the Week. Strategies. Understand the pros and cons of synchronous and asynchronous teaching ; Invite your students online with you for some time each day ; Plan and record short whole-class micro lessons ; Host "office hours" for student- and caregiver- initiated response time ; Make a schedule for conferences and small groups ; Preserve space for professional learning and collaboration ; Map out a weekly schedule and set boundaries -- Supporting Students' Independent Practice at Home. Strategies. Ask students to read every day ; Give students access to paper books ; Adapt strategies for students who are reading e-books ; Adapt strategies for students who are listening to audiobooks and/or podcasts ; Create short text packets for shared reading experiences ; Rethink what it means to match readers with "just-right" texts ; Ask students to write every day ; Decide how your students will compose their writing ; Give students access to writing materials and tools ; Hold on (tightly) to writer's notebooks ; Set up a system for students to share some of their writing with you ; Ask students to do math every day ; Ask students to engage with content study every day ; Plan for students to create and move and play every day -- Methods and Structures for Teaching Online. Strategies. Develop community agreements and norms for participating online ; Set yourself and your students up for videoconferencing ; Convert your live mini lessons to recorded micro lessons ; Make your micro lessons more engaging ; Monitor and guide students' independent practice ; Read aloud (live!) to build community ; Record read-aloud to engage, support comprehension, and collect data ; Study a mentor text for writing craft ; Confer with students live ; Confer with students when your schedules don't align ; Set up and support reading and writing partnerships and clubs ; Engage reading partnerships and clubs with "written conversations" ; Engage writing partnerships and clubs with written feedback ; Engage partnerships and clubs with asynchronous video "conversation" ; Meet with a small group of students with the same goal (strategy lessons) ; Move your guided reading online ; Apply the tech tools and strategies you've learned to lead any type of group online. |
|
|---|
| Formatted contents note |
Holding True to Priorities as We Move Online -- Partnering with Adults at Home -- Planning and Revising Curriculum Units for Online Instruction -- Managing Your Time Across a Day, Across the Week -- Setting Up Students' Independent Practice at Home -- Methods and Structures for Teaching Online. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"The professional development for online teaching and learning that you've been asking for. An unprecedented pandemic may take the teacher out of the classroom, but it doesn't take the classroom out of the teacher! Now that you're making the shift to online teaching, it's time to answer your biggest questions about remote, digitally based instruction: How do I build and nurture relationships with students and their at-home adults from afar? How do I adapt my best teaching to an online setting? How do I keep a focus on students and their needs when they aren't in front of me? Jennifer Serravallo's Connecting with Students Online gives you concise, doable answers based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic. Focusing on the vital importance of the teacher-student connection, Jen guides you to: Effectively prioritize what matters most during remote, online instruction ; schedule your day and your students' to maximize teaching and learning (and avoid burnout) ; Streamline curricular units and roll them out digitally ; Record highly engaging short lessons that students will enjoy and learn from ; Confer, work with small groups, and drive learning through independent practice ; Partner with the adults in a student's home to support your work with their child. Featuring simplified, commonsense suggestions, 55 step-by-step teaching strategies, and video examples of Jen conferring and working with small groups, Connecting with Students Online helps new teachers, teachers new to technology, or anyone who wants to better understand the essence of effective online instruction. Along the way Jen addresses crucial topics including assessment and progress monitoring, student engagement and accountability, using anchor charts and visuals, getting books into students' hands, teaching subject-area content, and avoiding teacher burnout. During this pandemic crisis turn to one of education's most trusted teaching voices to help you restart or maintain students' progress. Jennifer Serravallo's Connecting with Students Online is of-the-moment, grounded in important research, informed by experience, and designed to get you teaching well -- and confidently -- as quickly as possible"--Provided by publisher |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teaching |
| General subdivision |
Computer network resources. |
|
|---|
| Topical term or geographic name entry element |
Web-based instruction. |
|
|---|
| Topical term or geographic name entry element |
Computer-assisted instruction. |
|
|---|
| Topical term or geographic name entry element |
Computer managed instruction. |
|
|---|
| Topical term or geographic name entry element |
Educational technology. |
|
|---|
| Topical term or geographic name entry element |
Computers and literacy. |
|
|---|
| Topical term or geographic name entry element |
Internet in education. |
|
|---|
| Topical term or geographic name entry element |
Distance education. |
|
|---|
| Topical term or geographic name entry element |
Computer-assisted instruction. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00872725 |
|
|---|
| Topical term or geographic name entry element |
Computer managed instruction. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00872266 |
|
|---|
| Topical term or geographic name entry element |
Computers and literacy. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00872891 |
|
|---|
| Topical term or geographic name entry element |
Distance education. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00895456 |
|
|---|
| Topical term or geographic name entry element |
Educational technology. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00903623 |
|
|---|
| Topical term or geographic name entry element |
Internet in education. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00977246 |
|
|---|
| Topical term or geographic name entry element |
Teaching |
| General subdivision |
Computer network resources. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst01144586 |
|
|---|
| Topical term or geographic name entry element |
Web-based instruction. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst01173272 |
| 655 #7 - INDEX TERM--GENRE/FORM |
|---|
| Genre/form data or focus term |
Handbooks and manuals. |
| Source of term |
fast |
| Authority record control number or standard number |
(OCoLC)fst01423877 |
|
|---|
| Genre/form data or focus term |
Handbooks and manuals. |
| Source of term |
lcgft |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
copycat |
| d |
2 |
| e |
ncip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Source of classification or shelving scheme |
|
| Item type |
Book |